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Improving Students’ Motivation and Speaking Ability

Using Students’ Video Model

(Classroom Action Research in SMA Batik 1 Surakarta

Grade X Science 1 in the Academic Year of 2015/2016)

By :

Witria Kusuma Dewi

K2212076

THESIS

Submitted to Fulfill One of the Requirements for Getting Undergraduate

Degree in English Education

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF SEBELAS MARET

2016

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MOTTO

“ The best human is the most beneficial human to others”

- The Qur’an-

“Look inside your heart, and find a powerful energy; it is belief”

- The writer –


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DEDICATION

This thesis is dedicated to:

My mother and father, Catur Endang Wahyuni and Suratno; the most

precious ones that Allah give to me, my everything in my life.

My brother, Handif Kusuma Sakti, my sister, Ikaratna Saritur Rahmawati

and her nice family, my best friends Dessy Andriani and Nena Amalia;

because of you all, I can learn so many things about this life, our life.

Rea Aisha, Ria Agustin, Riski Nurtyas, Ratna Novianti, Tri Astuti, Agie

Widya, Kiki, Beauty, Nurma Dwi, Yulia Nur and Reny Anggraini, whom I

spent mostly my time in the last 4 years with.

My future husband.

The mates of English Education Department 2012; with them I grew up.


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ACKNOWLEDGEMENT

In the name of Allah the Most Gracious and the Most Merciful, all praises

to Allah SWT, thank for all easiness given to the writer in finishing the thesis. The

writer could complete this thesis because of many helps from lecturers, teachers,

parents, family, friends who always give kind of spirit and strength to do the

research and finish this final project. Every help which has been given by the

others to accomplish this thesis, the writer could not describe how meaningful the

help is. Therefore, the writer would like to be sincerest gratitude to the following

people who gave helps a lot to the writer:

1. Prof. Dr. Joko Nurkamto, M.Pd., as the Dean of Teaching Training and

Education faculty who has given permission to write this thesis.

2. Teguh Sarosa, S.S, M.Hum., as the head of English Education Department

who has given his guidance in finishing this thesis.

3. Dr. Abdul Asib, M.Pd., as the first advisor who has given encouragement,

guidance both theoretically and practically, and for his patience in guiding

the researcher until finishing this thesis.

4. Dewi Sri Wahyuni, S.Pd., M.Pd., as the second advisor who has given

encouragement, guidance both theoretically and practically, and for her

patience in guiding the researcher until finishing this thesis.

5. Kristiandi, S.S.,M.A., as the academic consultant who has given

motivation, encouragement and guidance in learning.

6. All the lecturers of English education department for the lectures,

guidance, supports, and suggestions.

7. Drs. Literzet Sobri, M.Pd., as the headmaster of SMA Batik 1 Surakarta

who has given permission to hold the research

8. Sinwan Fajar Nahari, M.Pd., as the English teacher of SMA Batik 1

Surakarta, who has given guidance, helps, and suggestions during the

research.

9. The teachers of SMA Batik 1 Surakarta, who has given support and help in

doing the research.


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10. The students of X MIPA 1 SMA Batik 1 Surakarta, for their time and

acceptance to the writer in doing the research without any problem or

difficulties.

11. The writer’s parents and families for every support, praying, energy, and

everything that could not be mentioned.

12. The writer’s friends for the togetherness that made the writer get more and

more spirit to complete the thesis as soon as possible.

The writer realizes that this thesis is still far from being perfect. Therefore,

suggestions or criticisms from the reader will be helpful to the improvement in

other writing. Hopefully, this thesis will be useful to the readers.

Surakarta, April 2016


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ABSTRACT

Witria Kusuma Dewi. K2212076. Improving Students’ Motivation and

Speaking Ability Using Students’ Video Model (Classroom Action Research

in SMA Batik 1 Surakarta Grade X Science 1 in the Academic Year of

2015/2016). Thesis, Surakarta: English Education Department, Sebelas

Maret University 2016.

This action research was aimed to improve students’ motivation and

students’ speaking ability using students’ video model. This video model was

used in teaching the material of explanation text. This research consisted of two

cycles. In each cycle, there were planning, acting, observing, and reflecting. This

research was conducted in SMA Batik 1 Surakarta. The subject of this research

was 37 students of grade X Science 1. There were two kinds of data in this

research, qualitative and quantitative. The data was collected through interview,

questionnaire, observation, test, and field notes.

The improvement of students’ motivation were: at the preliminary,

students did not have any willingness to do the assignment, it was viewed from

their responses in receiving the instruction, they tended to note the instruction but

not seriously such as just note something which was not belonging to the

instruction. Meanwhile, at the end of cycle-one, the students noted the instruction

clearly. At the cycle two the students focused on the instruction given to them, it

is proven with their responses such as asking question and responding fast of the

instruction. The video at the second cycle was clearer than the first cycle. During

the process of taking the video, some of the students also actively asked about

how to pronoun some words or consulted about the video, which was the evidence

that the students set high standard in creating the video with maximum standard.

In the process of teaching learning, the students were more actively than the

previous cycle. The students had been brave to give arguments or suggestions to

other student’s video, whereas in the first cycle they spoke only when they were

asked. In students’ speaking ability, the improvement was seen from the students’

mean in each aspect from the pre-test, post-test 1 and 2. The improvement in the

aspect of pronunciation was 13.04% from the pre-test to the post-test 1, and 3.86

from the post-test 1 to the post-test 2. In the aspect of grammar, the mean from the

pre-test to the post-test 1 improved 4.25% and from the post-test 1 to the post-test

2 increased 1.02%. In the aspect of vocabulary, the students’ mean improved

4.25% from their pre-test to the post-test 1. From the post-test 1 to the post-test 2,

it improved 6.12%. In the aspect of fluency, it increased 17.8% from the pre-test

to the post-test 1, and 4.46% in the post-test 2. In the aspect of content, the

improvement was 15.62 % from the pre-test to the post-test 1, and 3.60% in the

post-test 2.

From the result above, it can be concluded that using students’ video

model is useful to improve students’ motivation and speaking ability.

Keywords: motivation, speaking ability, students’ video model, explanation text


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ABSTRAK

Witria Kusuma Dewi. K2212076. Meningkatkan Motivasi Siswa dan

Kemampuan Berbicara Siswa Menggunakan Video Model Siswa ( Penelitian

Tindakan Kelas di SMA Batik 1 Surakarta Kelas X MIPA 1 Tahun Ajaran

2015/2016). Skripsi, Surakarta: Pendidikan Bahasa Inggris, Universitas

Sebelas Maret Surakarta 2016

Penelitian ini bertujuan untuk meningkatkan motivasi dan kemampuan

berbicara siswa menggunakan media, video model siswa. Video model ini

digunakan dalam mengajar materi teks eksplanasi. Penelitian ini terdiri dari 2

siklus, yaitu siklus 1 dan siklus 2. Dalam setiap siklusnya terdapat tahap planning,

acting, observing, dan reflecting. Penelitian ini terlaksana di SMA Batik 1

Surakarta. Subjek yang diteliti adalah siswa kelas 37 siswa kelas X MIPA 1. Data

yang digunakan adalah qualitatif dan quantitatif. Pengumpulan data melalui

wawancara, quesioner, observasi, test, dan catatan lapangan.

Peningkatan motivasi siswa adalah sebagai berikut: pada preliminary

study, siswa tidak mememiliki keinginan untuk mengerjakan tugas, hal tersebut

dapat dilihat dari tanggapan mereka dalam menerima insruksi tentang tugas yang

diberikan, mereka cenderung untuk menulis perintahnya tetapi tidak serius hanya

menulis sesuatu hal yang kadang tidak ada hubungannya dengan tugas yang

diberikan. Sementara itu, pada akhir siklus 1 siswa menulis perintah dengan jelas.

Pada siklus dua, siswa fokus pada perintah yang diberikan, hal tersebut dibuktikan

dengan tanggapan mereka seperti bertanya atau cepat tanggap dengan arahan yang

diberikan. Selama proses pengambilan video, beberapa siswa juga aktif bertanya

mengenai bagaimana untuk mengucapkan kata atau mengonsultasikan tentang

video, yang mana hal tersebut adalah sebagai bukti bahwa siswa mentargetkan

standar yang tinggi dalam pembuatan video dengan standar maksimal. Dalam

proses pembelajaran pada siklus kedua, siswa lebih aktif daripada sebelumnya.

Siswa sudah berani memberikan pendapat atau pernyataan pada video lain, tidak

seperti di siklus satu yang mana siswa hanya bertanya jika ada pertanyaan. Pada

kemampuan berbicara siswa, peningkatan dapat dilihat dari rata – rata masing –

masing aspek speaking pada pre-test, pot-test 1, dan post-test 2. Dalam aspek

pronunciation, peningkatan 13.04% dari pre-test ke post-test 1, dan 3.86% ke

post- test 2. Dalam aspek grammar, rata – rata meningkat 4.25% pada post-test 1

dan 1.02% pada post-test 2. Dalam aspek vocabulary, rata – rata meningkat 4.25%

pada post-tes 1 dan 6.12% pada post-test 2. Dalam aspek fluency, rata – rata

meningkat 17.8% pada post-test 1 dan 4.46% pada post-test 2. Dalam aspek

content, peningkatan 15.62 pada post-test 1, dan 15.62 pada post-test yang ke- 2.

Dari hasil diatas dapat disimpulkan bahwa menggunakan video model

siswa sebagai media dalam pembelajaran bahasa Inggris dapat meningkatkan

motivasi siswa dan kemampuan berbicara siswa.

Kata kunci: Motivasi, kemampuan berbicara, video model siswa, teks eksplanasi


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TABLE OF CONTENT

COVER PAGE ................................................................................................. i

PRONOUNCEMENT ...................................................................................... ii

LEGITIMATION ............................................................................................ iii

MOTTO ........................................................................................................... iv

DEDICATION ................................................................................................ v

ACKNOWLEDGEMENT .............................................................................. vi

ABSTRACT .................................................................................................... viii

ABSTRAK ...................................................................................................... ix

TABLE OF CONTENT .................................................................................. x

LIST OF TABLE ............................................................................................ xii

LIST OF FIGURE ........................................................................................... xiii

CHAPTER I INTRODUCTION

A. Background of the Study ............................................... 1

B. Problem Statement ......................................................... 6

C. Objective of the Study .................................................... 6

D. The Benefit of the Study ................................................ 6

CHAPTER II REVIEW OF THE LITERATURE

A. Definition of Motivation ................................................ 8

B. Definition of Speaking Ability ....................................... 11

C. Definition of Project Based Learning ............................ 16

D. Definition of Students’ Video Model ............................. 18

E. Explanation Text in English Subject .............................. 21

F. Review of Relevant Researches ..................................... 24

G. Rationale ........................................................................ 25


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CHAPTER III RESEARCH METHODOLOGY

A. Design of the Research .................................................. 28

B. Setting of the Research ................................................... 29

C. Subject of the Research .................................................. 29

D. Procedure of the Research ............................................. 30

E. Technique of Collecting Data ......................................... 32

F. Data Analysis .................................................................. 33

CHAPTER IV RESEARCH FINDINGS

A. Preliminary Study

1. Students’ Motivation ................................................. 36

2. Students’Speaking Ability ......................................... 43

B. The Implementation of the Research

1. Cycle 1 ....................................................................... 53

2. Cycle 2 ....................................................................... 70

C. Discussion of Findings ................................................... 86

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ..................................................................... 89

B. Suggestion ...................................................................... 90

BIBLIOGRAPHY ........................................................................................... 91

APPENDICES ................................................................................................. 94


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LIST OF TABLES

Number Table’s Name Page

1.1. The Result of Preliminary Study of Students’ Motivation in

English Teaching Learning

34

1.2. The Result of Speaking Pre- Test 40

1.3. Students’ Achievement in Indicator of Speaking 41

1.4. The Result of Students’ Motivation in Cycle-1 81

1.5. The Description of Students’ Improvement in Cycle-1 51

1.6. The Score of Speaking Test in Cycle – 1 83

1.7. The Description of the Improvement of Students’ Speaking

Ability in Cycle-1

56

1.8. The Result of Students’ Motivation in Cycle-2 85

1.9. The Description of Students’ Improvement in Cycle-2 66

1.10. The Score of Speaking Test in Cycle – 2 87

1.11. The Description of the Improvement of Students’ Speaking

Ability in Cycle-2

71

1.12. The Improvement of Students’ Motivation in the Preliminary,

cycle-1, and cycle- 2

89

1.13. The Improvement of Students’ Speaking Ability in the Pre-test,

post-test1, and post-test 2

90


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LIST OF PICTURES

Number Picture’s Caption Page

1. Observation 105

1.1. The situation of the Class in Early Time 105

1.2. The situation of the Class in the Middle of the Lesson 106

2. Pre-Test 106

3. Process of Cycle -1 106

3.1. The Students Watched the Students’ Video Model 107

3.2. The Students Wrote Some Difficult Words from the Video 107

3.3. The Students Responded of some Questions 108

3.4. The Student Prepared Short-note Before Post-test 1 108

4. Cycle 2 109

4.1. The Students’ Attention to the Video Played 109

4.2. The Enthusiasm of the Students in Finding Some Difficult

Words from the Video

109

5. Post-test 2 110

6. The Students Answered the Questionnaire 110


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