Jurnal Serunai Bahasa Inggris Vol 17.
No.
Maret 2025
e-ISSN 2621-010X
THE EFFECTIVENESS USING MINI VLOG AS A LEARNING MEDIA IN ENGLISH
SPEAKING ABILITY AT SMK SWASTA DHARMA PATRA FOR THE ACADEMIC
YEAR 2023\2024
Khairunnisa Rahmadani, 2 Ayu Indari, 3 Afdhalina English Department Study Program -STKIP Budidaya Binjai Early Childhood Teacher Education Study Program.
Universitas Battuta Corresponding Author: a.
indari@gmail.
ABSTRACT
The aim of this research is to explore and evaluate the effectiveness of using mini vlog as a medium to improve English speaking ability in students.
By leveraging the visual, audio, and contextual advantages of mini vlog, it is expected to provide a more engaging and effective learning experience.
Finding out whether mini-vlog significantly improves students' speaking abilities is the main goal of this research.
The nature of this study is exploratory.
Fifteen students make up the study group.
Class of Dharma Patra P.
Berandan at the Vocational School as a population, a total of 140 pupils from 5 classes makes up the basic population.
Classes XI TKJ and Multimedia (XI) were selected as examples for this study, along with an experimental group and a control group.
Data was analyzed using the speaking exam.
Prior to receiving therapy, students in both groups took a pretest, and following treatment, they took a posttest.
Compared to the pre-test average of 59.
50, the post-test average was 77.
The end consequence was a 1.
3% increase rather than a Several reasons make this more difficult, such as mistakes made by researchers and students and students not following the therapy methods as planned.
The results show that students' speaking abilities are improved by using tiny vlog videos in the classroom, and there is no discernible difference between the two groups.
Keywords: English Speaking Ability.
Mini Vlog
INTRODUCTION
The structures of spoken language are quite different from written language, as individuals have time to plan, edit, and correct what they produce (Meinawati et al.
, 2.
One definition of speaking is the capacity to use language to express oneself verbally.
One of the English language talents, it's one of a kind to master due to the specialized care it demands (Indari, 2.
Furthermore, everybody can talk, but not everyone can explain things in a way that their audience can grasp.
To avoid miscommunication, it's important to be able to articulate one's thoughts clearly when speaking.
Furthermore, speaking English poses challenges for students as it is a foreign language in Indonesia (Mandasari & Aminatun.
As a result, they lack the courage to speak in English, leading to a decline in speaking performance.
Additionally, they often make grammar mistakes and mispronounce Most of the difficulties arise from students' lack of understanding on how to use words and their limited practice in speaking English in their daily lives.
Students in Indonesia struggle with speaking due to their limited vocabulary, incorrect grammar usage, and often feel afraid when speaking due to fear of making mistakes (Yuannita, 2.
Based on the researcher's explanation, the challenges in teaching and learning speaking ability are caused by a lack of motivation and strategies employed by teachers, resulting in difficulties for students to acquire good speaking ability.
Therefore, new strategies are needed to help students become more competent speakers.
In the school environment, the reality is that a student's English-speaking ability is influenced by various elements, including the teaching methods used, the learning context, and the extent to which students engage in verbal All these factors interact to shape students' speaking ability, with the use of technology, opportunities to speak in public, and feedback from educators also significantly contributing to enriching their English communication skills.
Furthermore, education is only one area that has been impacted by the broad expansion of Jurnal Serunai Bahasa Inggris Vol 17.
No.
Maret 2025 e-ISSN 2621-010X digital media.
A popular kind of digital media for delivering information in an engaging and inventive manner, mini-vlog, also known as short video blogs, are now all the rage.
The mini-vlog style of trip filmmaking has been popularized by two applications.
Instagram and TikTok (Siwiningtyas et al.
, 2.
In this context, students can share their activities.
the language learning context, mini vlog can be considered an interesting alternative to enhance English speaking ability in students.
In teaching speaking ability, teachers need to employ strategies and media that can engage students' interest in learning, such as creating video blogs or mini vlog.
Video blogging .
is one of the popular technologies or social media platforms that can be used to cater to students' interests in learning to speak and is currently widely utilized by teachers to enhance students' achievements (Yuannita.
The advantage of using vlog as a learning tool is that videos can showcase phenomena that are difficult to be seen by many people, and the implementation of vlog as a learning strategy can receive positive responses from students.
The aim of this research is to explore and evaluate the effectiveness of using mini vlog as a medium to improve English speaking ability in students.
By leveraging the visual, audio, and contextual advantages of mini vlog, it is expected to provide a more engaging and effective learning experience.
Speaking Ability Learning to speak English is the last step in mastering the language since it improves your proficiency in all four of the other abilities.
Students need encouragement to share their thoughts, feelings, and observations on a variety of topics (Indari, 2.
There is a high demand for individuals with excellent English language skills in many different fields due to the globalization of the care industry and the importance of their work.
There is some evidence that taking a second or foreign language lesson can improve your speaking abilities in certain ways.
According to Derakhshan et al.
, students of English as a foreign language can improve their public speaking ability by making use of tools including role plays, videos, flashcards, and Students learning English as a foreign language will benefit from this strategy since it encourages them to interact with one another in the target language.
Authentic exercises, relevant assignments, and real-life conversation should all be part of an EFL teacher's classroom atmosphere to help students improve their spoken language skills.
The relevance of their job and the increasing internationalization of the care business have created a strong demand for professionals with good English language abilities in many different disciplines.
There is some proof that learning a second or foreign language can help you become a better public speaker.
Derakhshan et al.
states that graphic organizers, films, flashcards, and role plays can help EFL students hone their public speaking This method is useful for ESL students since it promotes conversation in the target language within the class.
If an EFL instructor wants their students to become better communicators, they need to create a classroom environment that includes authentic activities, relevant homework, and real-life Mini Vlog Today, technology has provided a global infrastructure with various potential channels for students to use English, which may enhance their motivation and confidence in speaking (Sari, 2.
These channels include search engines like Google and Yahoo, as well as social media platforms such as Facebook.
Twitter, and Instagram, along with videosharing sites like YouTube and TikTok.
It is important for teachers to be willing to harness this potential as a learning tool.
Social media platforms like TikTok and Instagram have been proven to have a significant impact on user behaviour, including among students.
Instagram and TikTok, both applications, have spread the mini-vlog trend of travel videography (Siwiningtyas et al.
Since the emergence of the mini vlog trend, the habit of creating short videos has spread across various sectors such as Jurnal Serunai Bahasa Inggris Vol 17.
No.
Maret 2025 e-ISSN 2621-010X education, entertainment, and tourism, both for Teachers can also provide examples of personal and professional purposes.
In the mini vlog to motivate students to be more realm of education, many teachers and confident in using English.
with supporting educators use these social media platforms to text, images, and other metadata as another share knowledge, including by creating mini variation of video.
Mini Vlog can also help This demonstrates how quickly social students improve their English-speaking media influences various aspects of life.
So that students can also be more time passes and new trends emerge on social comfortable in expressing their opinions, media, such as the mini vlog trend, its impact storytelling, and more.
continues to evolve.
Characteristic of Mini Vlog According to Sari .
vlog is a blog post in video form.
With the passage of time and the Vlog have several characteristics that can development of the present era.
Mini vlog have speakingskills, firstly, the video has its Mini Vlog, or known as short vlog, is the audience can distinguish each a type of short video like conventional vlog, vlog, the second vlog usually has a certain time but with a shorter duration.
A mini vlog or to be posted on social media so that the video blog is a form of information media in audience can easily follow it, and the third vlog the form of videos containing opinions or is also a conversation so that the vlogger seems stories of daily events that are uploaded on to be talking to the audience, the fourth vlog social media which can be replayed, rewind, has its type of audience so that it can be and accelerated the video so that the audience followed every episode.
A person who does can easily understand (Yuannita, 2.
vlogging is called a vlogger (Yuannita, 2.
Typically, mini vlog focus on specific topics Types of Mini Vlog or events and are presented within a limited timeframe, often less than a few minutes.
As reported on the blog (Shree, n.
), here are Teachers can also use mini vlog as a learning several types of mini vlog:
media to improve students' English language Get ready with me: Showcase your morning routine, from skincare and makeup to choosing your outfit.
Figure 1.
Example .
ttps://vt.
com/ZSYJCaYPg/) What I eat in a day: Provide a peek into your typical meals and snacks throughout the day.
Jurnal Serunai Bahasa Inggris Vol 17.
No.
Maret 2025 e-ISSN 2621-010X Figure 2.
Example .
ttps://vt.
com/ZSYJCsHkD/) Day in the life: Take your viewers through your daily activities, including work or school, hobbies and errands.
Figure 3.
Example .
ttps://vt.
com/ZSYJCmF9j/) Unboxing: Share your excitement over new purchases by unboxing them on camera.
What's in my bag: Display the contents of your purse or backpack for your audience.
Figure 4.
Example .
ttps://vt.
com/ZSYJC9rtf/) Figure 5.
Example .
ttps://vt.
com/ZSYJCxS7t/) Cleaning with me: Inspire viewers to tidy up with a calming cleaning vlog.
Figure 6.
Example .
ttps://vt.
com/ZSYJXKMmN/) Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025 e-ISSN 2621-010X Cooking tutorial: Share a favorite recipe with a simple and delicious cooking tutorial.
Travelling: Capture the highlights of your vacation or weekend getaway.
Figure 7.
Example .
ttps://vt.
com/ZSYJCK3gB/) Figure 8.
Example .
ttps://vt.
com/ZSYJCXhJp/) Steps to Create a Mini Vlog According to Vlog is a shortened of words video and blog.
Video is technology for capturing, recording, processing, transmitting and rearrange moving image.
In learning using Mini Vlog media, the researcher applies the following learning steps:
Selecting topics and videos to be used in the research.
In this step, the researcher applies vlog media in Speaking learning with the topic:" Morning daily activityAy.
Figure 9.
Example .
ttps://vt.
com/ZS22YnU66/ Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025 e-ISSN 2621-010X Figure 10.
Example .
ttps://vt.
com/ZS2228MY8/) Downloading videos as references.
The learning process begins with the introduction and providing information about Mini Vlog and the topic to be discussed.
Next, the process of screening the Mini Vlog video where students are involved in paying close attention.
Then, after watching the mini vlog, students will be given the task of creating a mini vlog according to the predetermined topic.
Subsequently, the researcher will explain the content of the topic from the predetermined mini vlog.
Finally, the researcher will assign students to create their own mini vlog with the predetermined theme.
II.
METHOD
Location of the Research The research was conducted at SMK SWASTA DHARMA PATRA P.
BERANDAN.
Komplek PERTAMINA.
Desa Puraka II.
Jl.
Balongan.
Puraka - I.
Kec.
Sei Lepan.
Kabupaten Langkat.
North Sumatra 20857.
The researchers used an experimental design in this investigation.
The study falls within the category of quantitative research.
independent variable and a dependent variable are both used in this context.
According to the educational research techniques book (Davison & Smith, 2.
, experimental research is defined as a type of study in which the variables that affect the events of interest are controlled and manipulated, interventions are introduced, and the changes that arise are Population and Sample Population According to AuAmir L.
Iif .
population represents a group of individuals within all members of a certain group.
the population in this study consists of eleventh-grade students of SMK DHARMA PATRA P.
BERANDAN
in the academic year 2023/2024, located in Komplek PERTAMINA.
Desa Puraka II.
Jl.
Balongan.
Puraka - I.
Kec.
Sei Lepan.
Kabupaten Langkat.
North Sumatra 20857.
The population of this research, which includes five classes, is 140 studentsAy.
Design of The Study Table 1 Population of Students Class
XI-TKR 1
XI-TKR 2
XI-TKJ 1
XI-TKJ 2
XI-MULTIMEDIA
The Total Number of The Students Sample According to Creswell .
Auin simple random sampling, the researcher selects participants such as school for being the sampleAy.
In light of this, the odds of selection are equal for everybody.
To facilitate comparison, the researcher will select two classesAithe experimental group and the control groupAiwith comparable average scores to use as samples.
Consequently, there is an experimental group and a control group that make up the Total research sample.
The class XI-TKJ 2 served as the control group, whereas the class XIMULTIMEDIA served as the experimental In this research, the samples choose by random sampling on the paper.
The researchers write the list number, starting number 1-5 represent of each class.
After that, the number is put in the box and the researchers take 2 papers as a sample.
The sample is:
Table 2 Sample of Students Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025
e-ISSN 2621-010X
Class
Total
Category XI- MULTIMEDIA
Experiment Class
XI- TKJ 2
Control Class Total of the Students The Technique of Data Analysis The researcher used pre- and post-tests to gather data for the data analysis approach.
The test was in oral form assessing speaking ability after teaching the technique and explanation about sociolinguistics using mini vlog.
Pre-test This pre-test was conducted to evaluate students' speaking abilities through mini vlog videos without any prior explanation.
The assessment was carried out individually with the theme of morning activities, where each student created a short video .
ini vlo.
that was then evaluated by the researcher.
The aspects assessed included pronunciation.
Post-test After having students create mini-vlog outlining the connection between dialect and sociolinguistics, the researcher gave them a post-test to see how much their speaking abilities had improved.
The experimental group and the control group were both given this final A mini-vlog tutorial will be given to the experimental group, while the control group will continue to use more traditional forms of instruction .
ncluding mini vlo.
Rubric Score Speaking Five Components of grading speaking scale thesis (Yanti et al.
, 2.
Table 3 Component score of speaking skill Aspect Score Pronunciation Vocabulary Description 91 Ae 100 AuPronunciation is excellent L1 accent does not affect 81 Ae 90 A few pronunciation errors and L1 accent cause minimal strain for the listener 71 Ae 80 Some pronunciation errors and L1 accent cause strain for the listener 61 Ae 70 Multiple errors with pronunciation and L1 accent cause serious strain for the listener 50 Ae 60 Frequent errors with pronunciation and L1 accent cause severe strain for the listener 91 Ae 100 Perfect use vocabulary 81 Ae 90 Rich and various use of vocabulary 71 Ae 80 Vocabulary conveys appropriate meaning some of the appropriate for the level 61 Ae 70 Vocabulary does not convey meaning some of the time Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025 e-ISSN 2621-010X Grammar Fluency 50 Ae 60 Vocabulary does nor convey meaning most of the time 91 Ae 100 Grammar and spelling accurate 81 Ae 90 Grammar and spelling accurate 71 Ae 80 Grammar and spelling mainly accurate 61 Ae 70 Grammar or spelling contain errors 50 Ae 60 Grammar or spelling contain frequent errors 91 Ae 100 Smooth and fluid speech, few to no hesitations, slight search for words 81 Ae 90 Smooth and fluid speech, few hesitations, a slight search for words 71 Ae 80 Speech is relatively smooth, some hesitation and unevenness caused by rephrasing and searching for words 61 Ae 70 Speech uncompleted sentences 50 Ae 60 Speech is low, hesitant & strained expect for short memorize phrases, difficult to perceive continuity in speechAy Source: THE USE OF MINI VLOG VIDEOS IN PROJECT BASED LEARNING METHOD ON STUDENTSAo SPEAKING SKILL(Yanti et al.
, 2.
Scoring the studentsAo test:
Score = The researchers used the following formula to calculate the mean score of the students' answers on the pre-test and post-test:
Where:
M = mean score = sum of all scores N = total number of the respondents The calculating of standard deviation is (Gay, 2006: .
in (Nurillah, 2.
SD = where SS= X2- Where:
SD = standard deviation = total of square = total number of the subjects x2 = the sum of all squares .
2 = the square of the sum The formula will be used to determine the difference between studentsAo score in pretest and in post-test was (StatisticalSignificance @ w.
Appinio.
Com, n.
yoy= Where:
= Autest of significance = score of experimental = score of controlled = sum square of experimental = sum square of controlled = number of students of experimental = number of students of controlled groupAy i.
RESULT AND DISCUSSION
Result Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025 e-ISSN 2621-010X Data description about speaking skill at Eleventh grade SMKS Dharma Patra The researchers outline how to obtain speaking skill data in this explanation.
The researcher employed performance testing to ascertain the pupils' level of speaking There are some speech indicators in the test.
The researcher distributed it to the pupils in order to obtain their performance test There were thirty pupils that finished the test.
The following are the findings from the pre- and post-tests given to the students in the experimental and control groups:
Table 4 StudentsAo pre-test score of speaking tests in experimental class Name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Total Mean Grammar Vocabulary Pronunciation Fluency Pre test Table 5 StudentsAo post-test score of speaking tests in experimental class Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025 e-ISSN 2621-010X Name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Student 23 Student 24 Student 25 Student 26 Student 27 Student 28 Student 29 Student 30 Grammar Vocabulary Pronunciation Fluency Total Mean The table shows that the maximum score for speaking among students during the pre-test was 75, while the lowest score was 40.
The experimental class's pre-test score is 1620 overall, with a mean of 54.
As for the post-test results, they show that the maximum speaking score for pupils was 95, while the lowest score was 55.
The Post-test experimental class's post test result is 2300 overall, with a mean score of 77.
Therefore, we can say that the students' post-test performed better than their pre-test when they were taught utilizing mini-vlog.
For further information, view the following statistic, which describes the speaking score of the students.
Table 6 The Categorization of StudentsAo Speaking Score Score Frequency Percentage Category Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025 e-ISSN 2621-010X More than 88 Less than 67 Total The researchers obtain information about the students' speaking score from that table.
Twenty percent of the students are categorized as good, sixty-five percent as medium, and fifteen percent as low.
The researcher comes to Good Medium Low the conclusion that a large number of pupils have a medium speaking level because, out of 30 students, 15 students, or 60% of them, have this level of proficiency.
Table 7 StudentsAo Pre-Test Score of Speaking Test in Control Class Name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Total Mean Grammar Vocabulary Pronunciation Fluency Pre test Table 8 StudentsAo Post-Test Score of Speaking Test in Control Class Name Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Grammar Vocabulary Pronunciation Fluency Post test Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025 e-ISSN 2621-010X Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Total Mean It is evident from the above table that the maximum speaking score for students on the pre-test was 65, while the lowest score was 40.
The pre-test score for the control class is 1150 overall, with a mean of 52.
In the meantime, the post-test results showed that the speaking portion of the test had the highest score of 75 and the lowest score of For the control class, the post-test mean score is 59.
50 out of a total of 1285.
For further Table 9 Table of Normality test for Speaking Tests of Normality Kolmogorov-Smirnova Statistic Sig.
Eksperimental ,136 ,200* Control
,122
,200*
information, view the following statistic, which describes the speaking score of the students.
Data Analysis Normality Test In quantitative research, it's critical to verify the information utilized.
The normalcy of the data is used to determine whether or not it is presumed to be normal.
The KolmogorovSmirnov formula and the SPSS program were utilized by the researcher in this study 42 the table below displays the normalcy result.
Statistic ,951 ,955 Shapiro-Wilk Sig.
,324
,400
This is a lower bound of the true significance.
Lilliefors Significance Correction research data used in the analysis was not Note:
normally distributed.
In the data normality test, df : Degrees of freedom are the degrees of the Kolmogorov Smirnov value was 1.
impedance required to state the position of a The aforementioned table indicates that the system at any time.
meaningful value was 0,200.
There was a Sig : Signification : Sig.
is the difference significant value that exceeded 0.
between theoretical distribution and empirical demonstrated that the distribution of the data was normal.
Based on the results above, it is known that the.
Homogeneity value in the table above is 0.
05, so it can be concluded that the Homogeneity residual value testis normally means the similarly variance of each groups, so the researcher will face with groups that have same condition from Based on the normality test results, the the begining.
43 In experimental research .
Kolmogorov Smirnov value showed a value of homogeneity is used to know whether 145 with a probability .
It was experimental and control class that are taken found that this value was smaller than = 5%, from population have same variant or not.
so it could be concluded that the variable Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025 e-ISSN 2621-010X In order to determine the homogeneity test, the researcher utilized the SPSS program.
Here is the homogeneity test:
Table 10 Table of Homogeneity for Speaking Tests of Homogeneity of Variances Speaking Based on Mean Levene Statistic ,533 Sig.
,796
Based on Median ,293 ,946 Based on Median and with adjusted df
,293
9,532
,941
Based on trimmed mean
,525
,802
: Degrees of freedom are the degrees Researchers checked for homogeneity and of impedance required to state the position of a normalcy before putting the theory to the test.
system at any time.
In order to analyze the data, the researcher Sig : Signification : Sig.
Is the difference employed the T-test.
One way to assess between theoretical distribution and empirical hypotheses in data is via a T test, which is a statistical test.
The purpose of this tool is to The table clearly reveals that the values of compare the speaking abilities of pupils who 525 and 0,802 were significant.
Greater than were taught using two distinct approaches.
05, the value was considered significant.
The Students whose speaking was taught via micro
results showed that the two sets of data were vlog and those whose speaking was not were compared on an average score by the Hypothesis Test
Table 11 The result of mean score of Experimental class and control class
ANOVA
Speaking Sum of Squares Mean Square Sig.
Between Groups 558,333 79,762 ,579 ,762 Within Groups 1929,167 137,798 Total
2487,500
The data analysis results are shown in the average speaking score of 79,762, whereas the table above.
The experimental class has an control class has an average score of 137,798.
Table 12 The results of T-test Calculation Coefficients Model (Constan.
Mini Vlog Unstandardized Coefficients Std.
Error
73,463
13,560
,070
,230
The speaking t-test value was 5,418 and the degree of freedom was 38, as can be seen in the above table.
765 was the significance 5% of the t-table value.
In order to make sense of the aforementioned data, the researcher develops the following test of hypothesis:
Ha: Students that are taught with mini vlog have significantly different speaking scores.
Standardized Coefficients Beta
,067
5,418
,302
Sig.
<,001
,765
Ho: The speaking scores of pupils who receive instruction via mini vlog do not differ The study's findings demonstrated that speaking T-test value was more than T table value .
,418> 0,.
It indicates that Ho was turned down and Ha was approved.
It can be inferred that there were notable differences in Jurnal Serunai Bahasa Inggris Vol 17.
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Maret 2025 e-ISSN 2621-010X speaking scores between those who were Discussion Language is a means of communication between individuals that has its own Learning to speak is an important skill but not easy to pick up quickly.
Speaking ability is the ability to convey ideas and creativity through words.
Mini Vlog is a learning tool that can be used to improve your English-speaking ability.
Mini vlog focuses on a specific topic or event presented in a short period of time, often less than a few minutes.
Teachers can use mini vlog as a learning medium to improve students' English language skills, provide examples of mini vlog to motivate students to be more confident in using English, and help improve English language The advantage of using mini vlog lies in their ability to help students understand core concepts and the relationship between the two, as well as making it easier to access for students from various backgrounds and With captivating visualizations, students can be more involved and motivated in learning the use of mini vlog in learning English, thereby increasing their confidence in using English.
From this research, the data collection technique uses tests, which are divided into two, namely pre-test and post-test.
in the pre-test they made their daily activities with a written test, which had the lowest score
of 45 and the highest score of 75, after they had done the pre-test the researchers made a comparison with the post-test research, namely students made a mini vlog entitled daily activities -day, from the mini vlog the researchers assessed the results of the speaking they used with their mini vlog, from these results quite a lot had the highest score, namely the highest score of 90 with an average of 80% of students able to speak by making a mini
CONCLUSION
Based on the data analysis, the researcher comes to the conclusion that, in the academic year 2023Ae2024, there was a significant difference in the speaking scores of students at SMK Swasta Dharma Patra's eleventh grade who were taught using a mini-vlog on Instagram and those who were not.
It was evident that the experimental class's speaking post-test score was 77.
25, but the control class's post-test score was 59.
It was found that students who received instruction via Instagram Vlog outperformed students who received instruction via traditional methods in terms of score.
The statistical computation's outcome revealed that speaking T-test had a larger value than T-table .
622 > 2.
Based on the results of the pre-test in this study, students got the lowest score of 40 while the highest score was 70.
After they made the pre-test, students made a post-test with mini vlog activities, after that their mini vlog activities averaged quite high with a score of 90 and the lowest is 70.
REFERENCES