. Video Model and Student’s Recorded Project Video as Teaching Learning Media to improve Student’ Speaking Ability.

SUMMARY Romanti, Ambarrika. 2019. Video Model and Student’s Recorded Project Video as Teaching Learning Media to improve Student’ Speaking Ability. Thesis, Graduate Program in English Language Education, State University of Malang. Advisors: (I). Dr.Furaidah,M.A, (II) Prof. Dr. Nur Mukminatien, M.Pd Keywords : Video Model, Students’ Recorded Project Video, Speaking ability, Speaking activities, Role Play The low speaking ability of Senior High School 4 Bangkalan students to speak encouraged the researcher to conduct action research. It was found that students were afraid and unconfident to speak. The result of a preliminary study showed that they could not speak English well because of some factors. The first factors they had low vocabulary mastery and low motivation in learning English. The second factor was that the teacher never used media to teach speaking. This study was aimed to improve Senior High School students’ speaking ability through video. This study also described how to teach speaking using video. The researcher utilized Instructional video model and students’ recorded project video as technique in teaching speaking by applying a role play strategy. The strategy was applied to make the students enjoy, interested and motivated. This role play strategy was utilized when the students learned speaking. The assessment was focused on four aspects, namely fluency, accuracy, vocabulary and pronunciation. This is Collaborative Classroom Action Research (CAR) research design where the researcher and the collaborative teacher worked together in implementing the action, observing the action, and making reflection. The subjects of the study were the eleventh students of SMAN 4 Bangkalan in second semester in academic year 2018/2019. This study was conducted in one cycle that consisted of eight meetings by following the procedure of the action research: planning, implementing, observing, and reflecting. The instruments for collecting data were Speaking Scoring Rubric, Observation Sheet, Field Notes, and Questionnaire. The steps to teach speaking in this study were done through several steps: preparing videos model, giving the worksheet to the students based on the video, developing students’ ability to reserve a room in a hotel, arranging students into some groups, asking students to arrange an interactional text (dialogue) about hotel reservation, asking the students to perform their text, giving feedback and corrections, asking the students to record their performance into a video, submitting the video of hotel reservation to the teacher. After that, teacher assessed the students’ recorded video and reviewed the video for feedback. The findings were classified into: students’ speaking scores improvement, students’ involvement percentage and the steps of teaching speaking using video model and students’ recorded project video of implementing Role Play strategy in speaking activities. The improvement of the students’ score can be seen in the increased score of the students’ speaking from the preliminary study and the score after the implementation of the teaching speaking using video model and students’ recorded video through Role Play strategy in speaking activities. The average score in the end of implementation of this study was 77.35. After the action, all of 28 students got the minimum passing grade 70 or above (100%) compared to their average score in the preliminary study was 68. It can be concluded that it reached to criteria of success. Based on the observation checklist, students’ involvement percentage increased. In the first meeting, it was 71.5% of 28 students who were active in the teaching and learning process. In the second meeting, it increased into78.5% of 26 students involved actively. In the third meeting, the students’ involvement percentage of was 93% of 28 students were active in the teaching and learning process. In the fourth meeting, 24 students (86%) of 28 students were active. The fifth meeting 93% of 28 students were 26 students active in the teaching learning process. On the sixth meeting, 89% of 28 students were 25 students involved actively. The seventh meeting also shown the high active student percentage, there were 25 students (89%) of 28 students involved actively. the eighth meeting was 26 students (92%) were active. In conclusion, the implementation of video model and students’ recorded project video by applying a role play strategy in teaching speaking can improve the students’ speaking ability. It is proven that the students’ speaking ability by applying role play strategy gradually improved. Some suggestions were proposed to follow up the findings. The role of English teachers in the teaching and learning process is very important and crucial to make the students successful in the learning process. So, it is very important that a teacher should be creative enough in managing the teaching technique in order that the students enjoy and be active in teaching learning process. For future researchers, exploring further the use of video in teaching speaking could be chosen as a research topic. The researchers, for example, can explore the use of online video or live streaming video one in their teaching.