THE EFFECT OF USING VIDEO MEDIA ON SPEAKING ABILITY OF THE FIFTH GRADE STUDENTS AT MIS MAMBAUL ULUM DAHU

Febriansyah, Lucky Dino (2025) THE EFFECT OF USING VIDEO MEDIA ON SPEAKING ABILITY OF THE FIFTH GRADE STUDENTS AT MIS MAMBAUL ULUM DAHU. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study aims to explore the effectiveness of video media in enhancing the English-speaking skills of the fifth-grade students at MIS Mambaul Ulum Dahu. The research was conducted using a pre-experimental quantitative design, specifically the one-group pretest-posttest design, which involved a single group of 24 students who were assessed before and after receiving instruction through video media. The instructional treatment involved three sessions of learning that incorporated educational YouTube videos demonstrating self-introduction in English. These videos served as authentic models for pronunciation, sentence structure, and conversational expression. Data were collected through oral speaking assessments conducted in both the pre-test and post-test phases, with student performance measured across five key speaking components: pronunciation, fluency, vocabulary, grammar, and confidence. The test results were analyzed using descriptive statistics and inferential analysis with the help of SPSS version 30. The findings revealed a notable improvement in students’ speaking performance after the treatment. The average pre-test score was 73.75, while the average post-test score increased to 81.67. The results of the paired sample t-test showed a statistically significant difference, with a t-value of -4.855 and a p-value of 0.000 (p < 0.05), thereby rejecting the null hypothesis and confirming the effectiveness of the video media. The results are theoretically supported by Krashen’s Input Hypothesis (1985), which argues that language acquisition occurs when learners receive input slightly above their current proficiency level (i+1), and by Vygotsky’s Sociocultural Theory (1978), which emphasizes the importance of scaffolding and mediated learning within the Zone of Proximal Development (ZPD). The study concludes that video media not only enhances linguistic competencies but also positively influences affective domains such as learner motivation and engagement. This research contributes to the growing evidence supporting the integration of multimedia resources in language instruction, especially for young learners at the elementary school level.

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