Names: Nurhajah tia Sarifah

R.N : 16220100
Class : A1-2016

LEARNING ENGLISH THROUGH WEB BASED INTERACTIVE VIDEOS TO

ENHANCE STUDENTS IN SPEAKING SKILL
A. Introduction
1. Background of research
Learning English is very important because English has become an international language
which is used by most communities in the world and many countries use English. Like other
languages, English becomes four skills that listening, speaking, reading and writing.
Motivation becomes an important part of the teaching and learning process. English teachers
must care to find ways to increase student motivation from factors that are very influential.
Many factors influence why the English abilities of many students are still low. There are
internal factors: motivation, age, personality, cognition, and experiences, and external factors:
curriculum, instruction, motivation, culture and status. But due to unstable education and
technology, the students not realize the important ones from learning English and most of
them are less interested in learning English.
Teachers are required to create a good learning environment that can encourage and
motivate students to learn and make them feel comfortable and interested who appear
motivated in learning English. With interactive video media students who are actively
involved in the learning process and these things can increase the confidence of language
learning by themselves, it is very clear for teachers to create good media, create a conducive
experience and creative activities (Richards, 2007, 9). This is in line with Nunan (1999, 232)
saying that teachers must help their students by arranging strategies to manage all forms of
communication to ensure that all students have fair and equitable abilities to develop their
ability to speak and listen through large and group discussions small.
In fact, learning English is not easy teacher should have inovation in teaching process.
There are some kinds of problems found in teaching it especially to beginners as grade II
SMAN 1 Sindangkerta. Even though English is very important as the foreign language, most
of students learn it passively due to several factors. First, they are bored about the teacher's
explanation for meaning or definition. Second, the limited time for learning English. Third,
the fewer teaching techniques or such a kind of teaching media used by the teacher. Last,
learning vocabulary for speaking skill teaching technique of teaching media used may be
unattractive and not motivating. Furthermore, it is clear that in teaching foreign language
should be more creative and able to keep the students away from the disadvantages factors
influence them in learning it.
Clearly, to solve these problems in classroom, the writer is going to use instructional
media to improve the students’ vocabulary mastery. Kemp and Smellie (1989) stated that
there are many kinds of instructional media can be applied to improve students’ vocabulary
mastery. Hamalik (in Arsyad: 2008) suggest that the usage of instructional media in learning
and teaching process comes the new desire and interest, motivation and learning stimulation,
even grow up the students’ psychological sides. In term of education, instructional media
usage will extremely help the effectiveness of learning and teaching process and also
delivering message and content of the course.The problem then, the teacher should know how
to apply the communicative activities in the classroom. Harmer (1991:122); Littlewood
(1991:20); Ur (1996:121); band Thombury.(2006:79-82) mention that communicative
activity can be applied through the activity which is called small group discussions, because
small group discussions fulfills two important language learning needs prepare students with
real-life language use, and encourage the atomization of language knowledge. Moreover,
small group discussions is an effective way that can be used in teaching speaking since it will
increase the amount time for students talk during the given period of time. Moreover, it also
lowers the inhibitions of the students who are unwilling to speak in front ofthe whole classes.

2. Research Question
Base on the problem above The researcer doing this research with expectation this research
can make students more interested to learn english especially in speaking through interactive
video in the class, and the researcher question is “how to make a students more interested
lerning english whit using interactive videos?”.
Related to research question, the aim of this study is to improve and wider student’s
vocabulary skill by using Short Movies with English subtitle.

3. Objective of study
The purpose of this study was obtained from the questions above, namely to find out
the differences in the process of learning English through using interactive videos in
schools to increase students interest in learning.
4. Significances of the study
a. Students
 the researcher can encorage them to learn english expected in speaking through
this interactive videos. It can be a new experience to them lerning english whit
using videos in lerning englis process.
b. Teachers
It can makes teacheres more interactive in the class with studens and the technique
can make the student ability better than before
c. Researchers
It can be used to be reference to develop another technique to motivate student in
learning english especially in sepaking.

5. Definition of key terms

The use of media interactive video to increase students interest in learning English
especially in English language skills, interactive video is considered the right media to
be used in the process of learning English because it is easy to access anywhere.
1. Developing speaking skill
Providing students with a variety of situations and frequent speaking tasks plays a
significant role in improvement of students' fluency when speaking (Tam, 1997).
The group discussion is one of the best methods of learning speaking in foreign
language. It Helps students to improve their speaking skills. In group, the students
will have opportunity to use each other's among others with their friends.
Practicing speaking with friends will increase their confidence in saying some
words without any worry whether they say some words incorrect or not. Besides
that, learning in group will Improve their mastery vocabularies, Argawati (2014).

2. Teaching Speaking Skill

Giving students practice with both fluency and accuracy. In accordance with
Nunan (2003,), accuracy is the extent to which students’ speeches match what
people actually say when they use the target language. Fluency is the extent to
which speakers use the language quickly and confidently, with few hesitations or
unnatural pauses, false start, word searches, etc. Providing Opportunities for
students to talk by using group work or pair work, and limited teacher talk.
Teacher should be careful about the participation of the student in the class. He or
she should encourage the student to speak in the class and provide opportunities
for them so that they may feel free to speak ignoring limitations. Has pointed out
 referring the result of a research, teachers do approximately 50 to 80 percent of
the talking in classroom. He further suggested that pair work and group work
activities can be used to increase the amount of time that learners get to speak in
the target language during lessons. One further interesting point is that when the
teacher is removed from the conversation, the learners take on diverse speaking
roles that are normally filled by the teacher such as posing questions or offering
clarification. Designing class activities that involve guidance and practice in both
transactional and intersectional speaking.
3. Teaching Technique
Strategies for learning/teaching speaking skill is extremely important in the
modern educational scenario. The teachers should be able to use some
technologies and motivate the target learners. Motivation is the most crucial issue
of education in general, and technology can reinforce the learners to think
positively about the learning of English as well. It is interesting to note that almost
all the classrooms are well equipped with the latest technology so it becomes
inevitable for teachers to integrate them and facilitate the target learners.

B. Literature review
This section will discuss some theories that support research topics, such as web based
learning, interactive video, student motivation, and speaking skills.
1. Web based learning
Web Based Learning (WBL) is an information technology based distance learning
method through web pages (Gunawan, 2001). Web Based Learning Media can be
studied independently and individually. Programmed Learning is a learning system in
which the use of materials is programmed to achieve educational goals. While
individual learning is a learning system that pays attention to the needs and
characteristics of students (Burns, 1971). Web Based Learning can be interpreted as
the use of the web / internet for learning. Web-based learning material used through
web browsers, and material that is actually sent or entered into web format.
Using the Internet in education has a positive influence on the learning and teaching
process, particularly in classes (Rice et al. 2011). Wu et al. (2002) examined the
effective use of videos on the Internet and recommended several directions and
approaches that stressed the effectiveness of using videos in education. Additionally,
the research reviewed various approaches and mechanisms to stream videos and their
 applications. However, many researchers have observed the influence of interactive
television and video-based media on students and teachers. Whithaus and Neff (2006)
found that teachers can use videos as a Web-based mode of teaching and gave them
the opportunity to use videos as a means of learning. In addition, videos can produce
interactivity between students that supports social pedagogy.
2. Interactive Videos
Interactive video (also known as "IV") is a type of digital video that supports user
interaction. These videos play like regular video files, but include clickable areas, or
"hotspots," that perform an action when you click on them. For example, when you
click on a hotspot, the video may display information about the object you clicked on,
jump to a different part of the video, or open another video file. Interactive videos are
common on YouTube, a popular video sharing website. They allow you to select one
or more options while the video is playing. For example, towards the end of a video,
you may be asked to select which character in the video you liked best. Once you
make your choice, a new video will open and may provide more information about
the character you selected. Other examples of interactive videos include card tricks,
choose your own adventure videos, and interactive tutorials. There is an increasing
demand and remarkable use of the Internet, including websites and applications.
According to a study by Boster et al. (2006), videos can affect educational
achievement in a positive way. Moreover, the study stressed that there is a lacuna in
using clips or videos in class. Additionally, the researchers indicated that video
applications have a positive influence on learners’ performance in social studies and
science. However, utilizing YouTube videos in teaching is useful and beneficial for
teachers who are interested in technology for teaching purposes. According to Bonk
(2009), YouTube is considered an attractive social medium that contributes to global
education. YouTube is being increasingly used by instructors to teach the English
language (Duffy 2008). It offers fun and fast access to instruction, culture-based
videos, and languages from all over the world (Terantino 2011). In other words, the
increasing demands of learning through YouTube can change the learning ecology
positively (Kwan et al. 2008).
Many researchers have tried to shed light on the vital role of YouTube videos for
teaching and learning in classrooms. To begin with, Berk (2009) emphasized the key
role of teaching language in the college classroom by using YouTube videos. The
researcher mentioned more than 15 benefits regarding why videos should be used in
 teaching. Another study by Seilstad (2012) investigated using YouTube clips as a new
method for teaching English language students in Morocco. The research pointed out
that using YouTube videos is a relatively simple strategy to create relevant and
specific teaching material. Results from the learners’ surveys, comparison to students’
final grades in previous semesters, and forms of personal reflection shed light on the
efficiency of using YouTube videos. Prensky (2009) asserted the effectiveness of
using YouTube videos in teaching since there it contains videos from major scientists,
authors, TV news broadcasts, politicians, and other TV programs. The researcher
added that YouTube videos have become a standard means of communication with
important information that is available only in video and is not found in print form.
3. Students motivation
1. Motivation
a. The concept of motivation starts from the concept of philosophers, that not all
human behavior is controlled by reason, but not many actions that have been
carried out by humans are beyond human control, hence an opinion is born, that
humans are besides rationalistic beings. Humans are also mechanistic creatures
that are creatures driven by something beyond reason (Chaplin, 2001 in Saleh &
Wahab 2005). Motivation is the driving force that arouses activity in someone
and gives rise to behavior and directs certain goals, there are three main
components in motivation that are moving, where motivation raises power in
someone to act something, the second is directing, motivation directs one's
behavior towards something that aims, and motivation also sustains, meaning
that motivation maintains and sustains behavior, where the circumstances of the
environment around the individual must also strengthen the support and strength
that exists in the individual (Sheleli & Wahab, 2005).

b. Learning motivation
Winkel, 2003 in Puspitasari, 2012 says motivation to learn is all efforts within
oneself that lead to learning activities, and guarantee the continuity of learning
activities and give direction to the activities of learning activities so that the
desired goals are achieved. Learning motivation is a psychological factor that
is non-intellectual and plays a role in terms of fostering a spirit of learning for
individuals.
 Motivation to learn is the encouragement of the learning process and the
purpose of learning is to benefit from the learning process. Some students
experience problems in learning which result in learning achievement not as
expected. To overcome the problems experienced, it is necessary to explore
the factors that influence learning outcomes, among them are student learning
motivation, where motivation to learn is an absolute requirement for learning.
And very great influence in giving passion or enthusiasm in learning.
According to Clayton Alderfer in Hamdhu, 2011 Motivation to learn is the
tendency of students to do all learning activities that are driven by the desire to
achieve achievements or learning outcomes as best as possible. Learning
motivation is a distinctive role as the growth of passion in each individual, and
generate feelings of motivation for learning. Students who have high
motivation will have enthusiasm and lots of energy to carry out daily learning
activities. Sardiman, 2011 in Puspitasari, 2012.
4. Speaking
Speaking is one of four languages skill like reading, writing, listening, and speaking.
To achieve certain goals or expressions, intentions, hopes and their views. In addition,
people who know the language are referred to as "speakers" of that language. In
addition, on all grounds, looks are the most commonly used. As Rivers (1981) argues,
much more and more in our communication.
Speaking with writing, both are considered "productive skills", as opposed to
"receptive skills" reading and listening. Changing is also closely related to seeking as
a interconnected way to achieve communication. Everyone simultaneously is a
listener and each listener becomes a speaker. Dialog and dialog dialog. The first
relates to oral presentations and the last in context with another. Speaking can also
fulfill one of two main functions: transactional (information transfer) and interactional
(maintenance of social relations) (Brown and Yule, 1983).
Interactive processes that produce unique meanings, receive and process information.
The form and meaning depend on the context that occurs, the participants, and the
purpose of speaking (Burns & Joyce, 1997). The ability to find oneself verbally,
coherently, and precisely in the right context is given to serve transactional and
interactional purposes using correct pronunciation, grammar and vocabulary and
using pragmatic rules and discourses from unique languages.
a. Speaking skill
Speaking skills is of vital importance in EFL/ESL programs. Nunan (1999) in
Burkart & Sheppard (2004) argue that success in learning a language is measured in
terms of the ability to carry out a conversation in the (target) language. Therefore,
speaking is probably a priority for most learners of English (Florez, 1999).
Speaking instruction is important because it helps students acquire EFL speaking
skills thus converse spontaneously and naturally with native speakers. Furthermore,
if the right speaking activities are taught in the classroom, speaking can raise
general learners' motivation and make the English language classroom a fun and
dynamic place to be (Nunan, 1999 in Celce-Murcia , 2001).
In addition, speaking can support other language skills. Recent research has
considered oral interaction as an important factor in the shaping of the learner's
developing language. For instance, it was proved that leraning speaking can help the
development of reading competence (Hilferty, 2005), the development of writing
(Trachsel & Severino, 2004) as well as the development of listening skills (Regina,
1997). Taking into account the importance of developing EFL speaking skills, it is
vital to determine the speaking skills SL/ FL learners have to acquire in order to
converse with native language speakers.
Actually, it was assumed that the interactional nature of spoken language requires
the speaker’s ability to use motor-perceptive skills, which are concerned with
correctly using the sounds and structures of the language, and interactional skills,
which involve using the previous skills for the purposes of communication. This
means that EFL students should acquire the knowledge of how native speakers use
language in the context of structured interpersonal exchanges in which many factors
interact (Bygate, 1987 in Brown, 2001). In addition, speaking requires that learners
understand when, why, and in what ways to produce language "sociolinguistic
competence" (Burns & Joyce, 1997; Cohen, 1996 and Harmer, 2001). A good
speaker hence synthesizes this array of skills and knowledge to succeed in a given
speech act.
b. Vocabulary
Vocabulary can be defined as '' words we must know to communicate effectively
words in speaking as a expressive vocabulary and words in listening receptive
vocabulary (Neuman & Dwyer, 2009). Hornby (1995) defines vocabulary as the
total number of words in a language vocabulary is a list of words with their
meanings. While Ur (1998) sayed: “Vocabulary can be defined, roughly, as the
 words we teach in the foreign language. However, a new item of vocabulary may
be more than just a single word: for example, post office, and mother-in-law,
which are made up of two or three words but express a single idea. A useful
convention is to cover all such cases by talking about vocabulary "items"rather
than "words."In addition, vocabulary is central to language and of critical
importance to the typical language learning. Furthermore, Diamond and Gutlohn
(2006).
c. Pronunciation
Pronunciation is the act or manner of pronouncing words; utterance of speech, a
way of speaking a word, especially a way that is accepted or generally understood,
and a graphic representation of the way a word spoken, using phonetic symbols.
Further Pronunciation definition taken from Oxford Dictionary states
pronunciation is the way in which a language or a particular word or sound is
spoken. If one is said to have "correct pronunciation", then it refers to both within
a specific dialect.” A word can be spoken in different ways by various individuals
or groups, depending on many factors, such as: the area in which they grew up,
the area in which they now live, if they have a speech or voice disorder, their
ethnic group, their social class, or their education. Express that there are two main
steps to learning how to pronounce a language the first is receptive/list stage In
this stage, we learn to differentiate the significant sounds and pattern by listening
to the language and productive or speaking stage
5. Previous Studies
a. Wael Abdulrahman Almurashi (2016), THE EFFECTIVE USE OF YOUTUBE
VIDEOS FOR TEACHING ENGLISH LANGUAGE IN CLASSROOMS AS
SUPPLEMENTARY MATERIAL AT TAIBAH UNIVERSITY IN ALULA, The paper
discusses the effective role of the multimodal text found in many YouTube videos
for teaching English inside the classrooms. This paper found that the use of
YouTube in teaching the English language plays a leading role in helping learners
understand their English lessons. It can improve the performance of students and
upgrade their levels in English courses. In other words, YouTube presented a
substantial influence on students’ understanding of English.
b. Seyed A. Shahrokni (February 2018), Playposit: Using interactive videos in
language education, this article want to show that the using instructional videos in
the teaching-learning process, augmented with effective comprehension questions,
 can be where Playposit can support learning in language classrooms. The
combination of appropriate videos, effective questions, and interactivity types can
potentially result in the development of students’ creative and critical thinking
skills, and anengaging learning experience. Besides, the educators can monitor the
students’ progress and provide them with feedback using the analytics feature of the
application.
c. ULFATUL MA'RIFAH (2013), USING INTERACTIVE VIDEO TO
IMPROVE STUDENTS MOTIVATION IN LEARNING ENGLISH, Through
interactive video materials students are given opportunity to participate more active
learning experiences and maximize their skills. Students will have opportunity to
observe more authentic materials. Most textbook are based on learning principles of
grammar, structure and pattern with application exercise and often filled with
sample of conversation to practice. But by using interactive video for example in
the form of television, commercials, or movie scenes, the authenticity can be added
to what students learning which allowing students to see aspects of communication
such as body language, gesture, cultural symbols, etc.
d. Diki Riswandi (2016), Use of YouTube-Based Videos to Improve Students’
Speaking Skill, this article describing that the use of YouTube-based videos can
improve the students' speaking skill and describing the teaching and learning
process when YouTube-based videos are implemented in the class. Based on the
research findings conducted in this study, it could be concluded that the
implementation of YouTube-based videos in teaching speaking can improve the
students’ speaking skills and motivation. This improvement is proven by the
students’ speaking achievement and the score gained. The score of the speaking test
has fulfilled the criteria of success. In addition, the students actively involved in
learning activities and had high motivation toward the use of YouTube-based
videos in the speaking class. The nature of the video, which provides picture and
audio at the same time, is able to help the students train their pronunciation, enrich
their vocabulary, and make them easier to find an idea in producing sentences while
speaking.

C. Methodology
1. Research setting
 The research will conductid with students of SMAN 1 Sindangkerta, at located in jl.
Raya Puncaksari, sindangkerta, bandung barat.
2. Research subject
The subject of the research is students in SMAN 1 Sindangkerta has 210 students
from 6 classes at IPS majors, and the researcher choosen IPS II for baing a sample
in the research.
3. Method
This study used Collaborative Classroom Action Research CAR method. Classroom
action research is a way for teachers to find what’s the best in their own classroom
situation so that can make decisions about the learning process can be taken as well
as posible (Mettetal, 2003).
According to (Suharsimi, 2007) she said classroom action research is an
examination of activites learning in the form fo an action, which intentionally
appears and occurs inside a class together..
4. Classroom action research prosedure
This study followed the four-stage method in action research as proposed by
Mertler and Charles (2005): planning, acting, developing, and reflecting.
a. Planing
b. Action
c. Observation
d. Reflection
5. Collecting the data
a. Interview
Students will be interviewed about what their problem when learning English on
the classroom.
b. Questionnaire
The questionnare used to know about the impact which student feel about the
teaching speaking using interactive videos in the classroom.
c. Tes
The tes using to know the efectiveness of the teacing using interactive video for the
students.
6. Techniquq analisis
 The data from interview and questionnaire well be process trought SPSS to find out
the student’s scores during using interactive videos in teaching speaking in the
classcoom.

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