IMPROVING STUDENTS’ SPEAKING PARTICIPATION THROUGH VIDEO RECORDING METHOD FOR THE SEVENTH GRADERS OF SMP N 8 YOGYAKARTA IN THE ACADEMIC YEAR 2015/2016

Abstract

This study was aimed at improving the speaking participation of the students at grade VII, class F of SMPN 8 Yogyakarta in the academic year 2015 / 2016 using Video Recording Method. This study was an action research consisted of three cycles. The research was carried out at the first semester from August to October 2015. It involved the researcher, the collaborator, and the students. The participants of this research were 32 students of class VII-F of SMPN 8 Yogyakarta in the academic year 2015 / 2016. The data of this study were qualitative and quantitative. The qualitative data were obtained by observing teaching and learning process during the implementation of the actions and interviewing the teacher and students. It was in the form of field notes and interview transcripts. The quantitative data were taken by assessing the students speaking ability through the assignment for each cycle. The finding of the first cycle indicated that the students’ speaking ability improved along with a lot of speaking practices during the video recording assignment. The result of the second cycle shows that the implementation of the self-introduction video recording improves the students’ speaking ability, especially their fluency, self-confidence and motivation by providing them a lot of speaking activities. It was also found in the third cycle where the students feel more comfortable to speak than the previous cycle. It was also found that using the language more often can improve their fluency. The indicators of the success of the implementation were that: (1) the students were more active in the speaking activities than the previous condition; (2) the students were more enthusiastic in doing speaking activities; and (3) the students’ self-confidence and motivation to speak English improved. Furthermore, the findings were also supported by the means of the students’ speaking score which had improved from 21.8 in the first cycle became 75.2 in the second cycle. Finally, the speaking score of the Cycle 3 was also improved to 77.9 in the third cycle.