Exposure Journal 39
ENGLISH YOUTUBE CHANNEL IN ENHANCING STUDENTSAo
SPEAKING SKILL
Yunda Lestari English Education Study Program.
University of Baturaja Ae Indonesia yunda_lestari@unbara.
ABSTRACT
This study was aimed at whether YouTube English Channel can significantly enhance the studentsAo speaking skill at the second semester students of Management Study Program of Economic Faculty in the academic year 2018/2019.
University of Baturaja .
Quasi experimetal method was used in this study.
This study employed second semester students of Management Study Program of Economic Faculty.
University of Baturaja with the total number of the population was 132 students.
The sample of the study was 64 students and it was found that the value of Sig.
= 0,000 less than the significance level (=0,0 5 ) so it meant that there was a great correlation between the score of pre-test and post-test.
Then, the value of t-obtained = 9,057 which means more than value of t-table = 2,042 with df = 32, and the value of sig.
= 0,000 less than the significance level (=0,.
It can be concluded that there was a significance difference in speaking skill before and after treatment.
It was believed that YouTube English Channel could enhance studentsAo speaking skill.
Keywords: YouTube English Channel.
Speaking skill.
Analytical exposition text
INTRODUCTION
Harmer .
mentioned that there are three reasons why people Firstly, because they want to say something.
It means there was desire from the speaker has in order to convey messages to other people.
Secondly, people communicate Communicative purpose means what the speakers said there would be a result of what they say.
Thirdly, the speaker want to express a request, need a help, want to command if they want other people to do something.
Speaking is an interactive process of constructing meaning that involves producing, receiving and processing information (Brown, 2.
This brings problems that make senior high school students have difficulties to communicate in English.
The first cause that makes the students difficult in speaking English is that the environment does not support the students to speak English frequently.
The environment here means the people outside the class.
Those people may think that the students just want to show off when they speak Vol.
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1 May 2019 English Education Department Exposure Journal 40 English for daily conversation.
It makes them loose their self-confidence to improve their speaking.
Some students usually have some motivation why they want to be able in speaking (Richards, 2.
Such as, they can watch foreign film without looking for the translation, they can sing their favorite song with good pronunciation, they know some information assessed from the internet, they have chat with foreigner singer or idol on social media.
People was judge someone master in English because their good performing of speaking fluency.
Thornbury .
claims that one frustration commonly voiced by learners are that they have spent years studying English, but still cannot speak it.
In teaching speaking skill when the teacher asked students to speak in front of their classmates, it makes them express the stress in speaking.
Stress can stop them to practice confidently.
An analytical exposition is a type of spoken or written text that is intended to persuade the listeners or readers that something is the case.
Wahidi .
defines an analytical exposition as a text that elaborates the idea about phenomenon surrounding.
This material makes the students think critically, argue and give the reason of some point of view about an issue.
To make the persuasion stronger, the speaker or writer gives some arguments as the fundamental reason why something is the case.
There are many media that help to increase studentsAo performance, one of them is IT.
Information and Technology (IT) construct studentsAo speaking Information Technology means the use of hardware, software, services and supporting infrastructure to manage and deliver information using voices, data and video (Khan, 2.
The information age becomes an era of knowledge providing sound and unmatched feasibility for discovery, exchange of information, communication and exploration to strengthen the teaching learning These can help the teachers and students having up-to-date information and knowledge.
Accurate and right information is necessary for effective teaching and learning.
and information technologie.
are set of tools that can help provide the right people with the right information at the right time.
Students are Vol.
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1 May 2019 English Education Department Exposure Journal 41 independent and they can make best decisions possible about their studies, learning time, place and resources.
Students are able to work in collaborative and interactive learning environments effectively communicating, sharing information and exchanging ideas and learning experiences with all in the environment (Hussain & Muhammad, 2.
Since there are many media to use in teaching speaking such as magazine, newspaper, audio, video.
TV and others, the writer chooses to use YouTube as the media in teaching process.
YouTube was chosen because this site gives many contributions in the teaching and learning process.
It provides a huge of video content that is exploitable for a class use.
YouTube is a videoAesharing website on which users can upload, share and view videos (Khalid, 2.
Berk .
identifies YouTube is a publicaccess Web-based platform allowing people to easily upload, view, and share video The previous finding showed that YouTube English Channel was effective to enhance the speaking skill of the students.
It can be seen from the improvement of the studentsAo score.
Muna .
showed that using YouTube English Channel is an effective activity and students have positive attitudes towards using it as a learning activity.
Another research is written by Jalaluddin .
in English for Specific Purposes World Journal which showed the same result that teachers can successfully use YouTube in their own speaking course.
METHOD
This study was experimental method.
This study took two groups as samples, experimental group and control group.
They had different treatment in the experimental group received video by using English YouTube Channel in teaching as a treatment, while the control group wonAot receive the Three steps have done in this study.
The first step was pre-test given to the students in experimental and control class.
The second was teaching speaking by using YouTube English Channel just for the experimental class, and the third was post-test was given to both class to the students to know the improvement of studentsAo skill by using English Youtube Channel.
Vol.
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1 May 2019 English Education Department Exposure Journal 42 The population was the second semester students of Management Study Program of Economic Faculty.
University of Baturaja in the academic year 2018/2019 with the total number 132 students.
Cluster random sampling was used in this study.
The number of the population of this study was 132 students of four Two classes was determined as the experimental and control group with the total number of sample was 64 students.
Oral test was used in collecting the data.
The selected video related to the topic was played in the class and pause after one or two minutes then ask students to make prediction or giving opinion on the topic about the video.
Then let them watch full video at the end of video and ask them to give their own individual opinion about the video in front of class while they were recorded.
Inter-rater reliability was used in scoring the test and the reliability was measured by using SPSS Version 21.
RESULT
StudentsAo Score in Experimental Group The distribution of studentsAo score in experimental group was shown in Table 1.
Distribution of StudentsAo Score in Experimental Group Percentage Rang Criteria Excellen t Good Average Frequency Percentage Pre-test Post-test Pre-test Posttest 3 The table showed in experimental group, from 33 students in pre test, there were 18 .
,5%) students who in fail category, 13 .
,5%) students were got poor category, 1 .
%) students were in average, 1 .
%) students in good category, and Vol.
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1 May 2019 English Education Department Exposure Journal 43 0 .
%) in excellent category.
Post test in experimental group, from 33 students, there were 6 .
,2%) students who in fail category, 13 .
,4%) students were got poor category, 11 .
,3%) students were in average, 2 .
,1%) students in good category, and 1 .
%) in excellent category.
Comparison of Pre Test and Post Test Score in Experimental Group The comparison between post test score in control and experimental group was describe in chart 1.
Chart 1.
Comparison of Pre Test and Post Test Score in Experimental Group StudentsAo Score in Control Group The distribution of studentsAo score in control group was shown in table 2.
Table 2.
Distribution of StudentsAo Score in Control Group Percentage Rang Tota Criteria Excellent Good Average Frequency Percentage Pre-test Post-test Pre-test Post-test The table showed that pre test in control group, from 31 students, there were 23 .
,2%) students who in fail category, 5 .
,1%) students were got poor category, 3 .
,7%) students were in average, 0 .
%) students in good Vol.
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1 May 2019 English Education Department Exposure Journal 44 category, and 0 .
%) in excellent category .
In Post test there were 12 .
,7%) students who in fail category, 15 .
,4%) students were got poor category, 4 .
,9%) students were in average, 0 .
%) students in good category, and 0 .
%) in excellent category.
Comparison of Pre Test and Post Test Score in Control Group The comparison between pre and post test score in control group was describe in chart 2.
Chart 2.
Comparison of Pre Test and Post Test Score in Experimental Group T-test Paired Sample t-test and independent t test was used in order to find out the significance difference in studentAos speaking ability before and after the treatment.
Table 3.
Paired T-test Pair 1 Post-test and Pre Test Exp Sig.
Pair 2 Post-test and Pretestcont Mean Based on the table 3, it was found that the value of Sig.
= 0,000 less than the significance level (=0, .
, so it meant that there was a great correlation between the score of pre test and post test.
Then, the value of tobtained = 9.
057 more than value of ttable = 2,0422 with df = 32, and the value of sig.
= 0,000 less than the significance level (=0, .
Based on the explanation above, the writer Vol.
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1 May 2019 English Education Department Exposure Journal 45 concludes that there was a significance differences in speaking ability before and after treatment.
Meanwhile, it was also found that the value of Sig.
= 0,000 less than the significance level (=0, .
, so it meant that there was a great correlation between the score of pre test and post test.
Then, the value of tobtained =6.
162more than value of ttable = 2,048 with df = 30, and the value of sig.
= 0,000 less than the significance level (=0, .
Based on the explanation above, it can be concluded that there was a significance difference in speaking skill.
Table 4.
Independent T-test Levene's Test for Equality of Variance F s Sig.
Equal variances Equal variances not assumed t-test for Equality of Means Sig.
Mean Difference Based on the table of independent sample t- test, it was found that the value of Sig.
= 0,003 less than the significance level (=0, .
, so its mean that there was a great correlation between the score of post test in control group and in experimental group.
Then, the value of tobtained = 3.
064and tobtained = 3.
099 more than value of ttable = 2,0003 with df = 62.
Based on the explanation above, the writer concludes that there was a significance difference in studentsAo speaking score between control and experimental group.
DISCUSSION
Based on the finding of the study, it could be interpret that there was significant difference of studentsAo speaking skill who were taught by using English YouTube Channel and those who were not to the second semester students of Management Study Program of Economic Faculty.
University of Baturaja.
Youtube English Channel can improve students in critical thinking and develop Vol.
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1 May 2019 English Education Department Exposure Journal 46 studentsAo speaking ability in communication (Somjai & Janse, 2.
YouTube chose because this site gives many contributions in the teaching and learning It provides a huge of video content that is exploitable for a class use.
YouTube is a videoAesharing website on which users can upload, share and view videos (Khalid, 2.
From the result of Paired t-test and Independent t-test, the writer could interpret the alternative hypothesis was accepted.
The result showed that Youtube English Channel was significantly enhance studentsAo speaking skill to the second semester students of Management Study Program of Economic Faculty.
University of Baturaja.
It is also showed the average of increasing from pre test to post test.
After the treatment, the writer got the result of of post-test of both control and experimental groups.
From the data gathered, the studentsAo post test scores in the control group showed a slight difference.
The mean score was slightly increased, got increasing.
From the precentage data, the writer assumed that the studentsAo speaking score in experimental group showed greater development.
CONCLUSION
This study has a significant difference between the result of pre test and post test in experimental class.
It meant that English Youtube Channel significantly improve studentsAo speaking skill.
The significances of studentsAo achievement in pre-test and post-test both of is showed not only about the progress but also the use of English Youtube Channel.
It can be concluded that English Youtube Channel is significantly enhance studentsAo speaking skill.
REFERENCES