Improving students’ speaking skill Through video dubbing (A Classroom Action Research at the First Grade of SMA N Kebakkramat Karanganyar in the Academic Year 2013/2014)

Oleh :
Vivy Zuny Mandasari - K2210084 - Fak. KIP

This thesis is written to identify: (1) whether and to what extent the use of video dubbing improve student’ speaking skill, and (2) the strengths and weaknesses of video dubbing when implemented in this research. In this research, I carried out classroom action research which contains four steps, namely: planning, acting, observing, and reflecting. The research was held in two cycles from April 24 to May 23, 2014 at the first grade students of SMA N Kebakkramat Karanganyar. The techniques of collecting data were observation, research diary, interview, questionnaire, and test. The qualitative data of this research were analyzed by using Constant Comparative Method (CCM). Then, the quantitative data were analyzed by descriptive statistic. The findings of this research show that: (1) the students’ speaking skill improved in five indicators, such as: grammar, vocabulary, fluency, content, and pronunciation by the implementation of the research activities, (2) there are strengths and weaknesses in the implementation of video dubbing. The strengths are: a) students had higher participation in the teaching and learning activity than before implementing the action, b) students were very enthusiastic to the lesson since the use of such technology was innovative, c) students could produce speech grammatically, various vocabularies, comprehensible content, stable speed, and right pronunciation, d) all aspects of students’ speaking skill had been improved, e) students could easily catch important points of a material that was better than before implementing the action, and f) students’ speaking achievement improved from 58.75 in pre test, 66.63 in test 1, and 75.03 in test 2. Nevertheless, video dubbing also has several weaknesses related to the students’ result and the technical practice. The weaknesses are: a) although the students have practiced a lot, some of them still did mispronunciation in some words in low frequency, b) some students are still awkward in using video dubbing so that they need some help and guidance. Based on the research findings, I recommend video dubbing to be used in speaking class. It shows the improvement both in the terms of speaking skill indicators such as; grammar, vocabulary, content, fluency, and pronunciation and the students’ attitude or the class situation. Therefore, it is better that the English teacher should be more creative and innovative in using learning media in order to make comprehensible and enjoyable teaching and learning process. Key words: video dubbing, students’ speaking skill, classroom action research