IMPROVING STUDENTS’ SPEAKING ABILITY USING VIDEOS FOR CLASS VIIG AT SMPN 16 YOGYAKARTA IN THE ACADEMIC YEAR OF 2010/ 2011

xvi IMPROVING STUDENTS’ SPEAKING ABILITY USING VIDEOS FOR CLASS VII G AT SMPN 16 YOGYAKARTA IN THE ACADEMIC YEAR OF 2010/ 2011 Ferina Haryono 06202244114 ABSTRACT The objective of this research study is to improve students’ speaking ability for class VIIG at SMPN 16 Yogyakarta using videos in the academic year of 2010/2011. The study attempted to be one of the efforts to solve the problems related to the students’ speaking ability which is considered to be low. This study was an action research study consisting of two cycles. The steps were doing reconnaisance, planning, conducting action and observation, and having reflection. The participants of the research were the researcher, the English teacher, and the students of class VIIG. The research instruments were observation, interview guideline, and rubric of pre-test and post-test. The data were qualitative in nature. The data were obtained by doing observation, interviewing the students and the English teacher, making field notes and diaries, and holding discussions with the English teacher as a collaborator. The data were analyzed in three stages. They are comparing the data, building intepretations, and reporting the outcomes. In addition, the validity of the data was obtained by applying process vailidity which was having discussions with the collaborator. From the actions conducted, it was concluded that videos improved the students’ speaking ability because the findings reveal three results. First, the use of videos can improve the students’ speaking ability. The students perform their simple monologues and dialogues acceptably. The students’ improvement is supported by the progress of their average scores of the pre-test and post-test. In the pre-test, their average score is 6.0. It increases to be 6.3 in the post-test. Second, there are some positive behaviours shown by the students toward the application of the videos related to their interaction with the teacher. They are the students’ eagerness to respond to the teacher’s instruction, the students’ courage to initiate communication with the teacher, and the students’ enthusiasm to ask for the teacher’s question. Third, there are some students’ positive behaviours toward the application of the videos related to their interaction among them. They are interested in the materials, they are happy working in a group, they are curious in finishing the simple monologue and dialogue in groups, and they are willing to participate in the groups discussions