The Effect of Vlog toward Students’ Speaking Skill

at the Tenth Grade of MAN 2 Serang

Rizkiana Amelia
Ledy Nurlely
Rosmania Rima

Department of English Education, Faculty of Teachers Training and

Education, University of Sultan Ageng Tirtayasa, Serang - Banten,
Indonesia
E-mail: rizkianaamelia@rocketmail.com

Abstract
The objectives of this study was to find out the effect of vlog toward
students’ speaking skill at the tenth grade of MAN 2 Serang. The researcher
used quantitative method with true experimental design. There were 396
students as the population and 70 students that divided into two classes as
the sample using cluster random sampling. Each class consist of 35 students.
X IPA 2 as the experimental class and X IPA 1 as the control class. The result
in pre-test showed that the minimum score of experimental class was 44
and the minimum score of control class was 44. The maximum score of
experimental class was 72 and the maximum score of control class was 72.
It can be concluded that the pre-test of both classes were not significantly
different. Next, in post-test, the minimum score of experimental class was 60
and the minimum score of control class was 56. The maximum score of
experimental class was 84 and the maximum score of control class was 80.
It can be concluded that the pre-test of both classes were significantly
different. Based on the result of test of mean difference significant
(independent 𝑡𝑡𝑒𝑠𝑡 ), it was calculated 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 8.88 ≥ 2.00. The
alternative hypothesis was accepted. It can be concluded that there was
any effect of vlog toward students’ speaking skill at the tenth grade of MAN
2 Serang.
Keywords: Descriptive, Speaking Skill, Vlog.

Introduction
Speaking is one of the four basic skills of English language besides
listening, reading, and writing that people should have, especially the
students who are still learning. As an international language, of course,
speaking is very important to be mastered by people around the world. It
is important talking with the other people around the world using English
language, so people especially the students need to learn English
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language especially in English speaking. It was supported by
Kusumaningrum and Rakhmanina (2017:28) defined speaking as follows:
One productive skill offers a real result for someone who learn a
foreign language. The students learn how to transfer their ideas,
thoughts, and knowledge to other people and speak well with
English language by learning the vocabulary, intonation,
pronunciation, fluency, grammar, and creativity.

Burns and Joyce (in Meriza, 2007:2) stated that speaking is defined as
an interactive process of constructing meaning that involves producing,
receiving, and processing information. It means that speaking activity
produces systematic verbal utterances and processes the information
which involves one, two or more people, by producing, receiving, and
processing information, ideas, thoughts, or knowledge. The students learn
how to use the language especially in English language quickly and
confidently without any lack or unconfident with fluency in speaking. In
speaking, there are some aspects that are very important and should be
concerned by the students if they want to master the English speaking, such
as: vocabulary, intonation, pronunciation, fluency, grammar, and
creativity.
The researcher found the speaking problems of the students in MAN
2 Serang, such as, the lack of confidence of students in speaking English,
some the students were not used to speak English, the teacher only focused
on the skill that they have mastered, and the teacher was imposed by
target of curriculum. From those problems, the researcher had the purpose
to overcome the problems that attempted the students’ speaking skill
through the implementation of vlog (video blogging). Vlog or video
blogging is a blog which is mostly using video. It is the new innovation in
teaching English speaking because people nowadays like to see many
vlogs in different themes from many websites especially You-Tube. It was
supported by Khoiriyah and Safitri (2017:240) that video blogging offers a
richer experience than the sites with blogging in the form of text, because
it combines video, sound, pictures, and text, increase the information
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content, and emotions which are shared with other internet users. This was
also supported by Maulidah (2017:12) that vlog is one of technology in
software form which is currently used by teacher to increase students’
performance, especially in speaking. Parker & Pfeiffer (2005:5) defined
video blogging as follows:
Video blogging technology will allow anyone to publish their own
channel. It will allow all sorts of communities to build automated
aggregates of their members’ footage— combining soapboxing,
distributed discussion, and the social cohesion of blogging with the
vibrant, immediate honesty of video.

Vlog has brought a new innovation and revolution in multimedia

usage, also in teaching process especially in English speaking. The
technique follows clear steps for students’ speaking skill through vlog.
Based on the background above, the present study will answer the
question: “Is there any effect of vlog toward students’ speaking skill at the
tenth grade of MAN 2 Serang?” The researcher conducts this research to
find out the effect of vlog toward students’ speaking skill at the tenth grade
of MAN 2 Serang.
Research Site and Participants
The participants of this research were the students of MAN 2 Serang
in the second semester of academic year 2018/2019. The total populations
were ± 396 students. In this research, the researcher took two classes as a
sample (experimental and control class) to collect the data. The class were
X IPA 2 as experimental class and X IPA 1 as control class. The researcher
used cluster random sampling in sampling technique.
Instrument
In this study, the test used as the instrument. There were pre-test and
post-test. The classes was divided into experimental and control class. The
experimental class was the class that given the treatment and the control
class was the class that not given the treatment.
Procedure and Data Collection

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 In this study, the researcher took quantitative research with true
experimental design. For research procedure, the researcher conducted
the research steps as follows: found the problem, selected the subject of
the research, decided the objective and method of the research, found
the information and reviewed the previous researches and theories,
selected the experimental and control class, designed the test (pre-test
and post-test), gave the pre-test before treatment and post-test after
treatment, collected the data, analyzed and interpreted the data, and
found the result from the data.
The data was collected using test and video recording. There were
two kind of tests that used, pre-test and post-test. The test was oral test, the
test was practically done by the students in speaking English. For the pretest,
both of experimental and control class were spoken in front of the class
about the related material. Each student had maximum three minutes to
speak in front of their friends. For the post-test, it was the same with pre-test.
Both of experimental and control class were spoken in front of the class
about the related material.
Data Analysis
Data analysis technique is a technique that organizes and collects
the data, so the conclusion will be gotten. Data analysis technique allows
someone to answer the questions, solve the problems, and derive the
important information. There were ± 70 participants and they were divided
into two classes. The first class was experimental class that consists of 35
students and the second class was control class that consists of 35 students.
The data was taken from pre-test and post-test and was collected as
specified through Microsoft Excel.
Research Findings
In this research, the researcher used oral test (speaking) with the test
(pre-test and post-test) to get the result of research. The result of the test
showed as follow:

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 Table 1: Statistical Description
Descriptive Statistics
Min Max Std.
N Mean
Score Score Deviation
Pre-Test of Experimental
35 44 72 55.2 6.06
Class
Pre-Test of Control Class 35 44 72 57.9 6.22
Post-Test of Experimental
35 60 84 73.2 5.68
Class
Post-Test of Control Class 35 56 80 71.2 5.51

Based on the table above, in pre-test, the minimum score of

experimental class was 44 and the minimum score of control class was 44.
The maximum score of experimental class was 72 and the maximum score
of control class was 72. The mean of experimental class was 55.2 and the
mean of control class was 57.9. The standard deviation of experimental
class was 6.06 and the standard deviation of control class was 6.22. It can
be concluded that the pre-test of both classes were not significantly
different.
Next, in post-test, the minimum score of experimental class was 60
and the minimum score of control class was 56. The maximum score of
experimental class was 84 and the maximum score of control class was 80.
The mean of experimental class was 73.2 and the mean of control class was
71.2. The standard deviation of experimental class was 5.68 and the
standard deviation of control class was 5.51. It can be concluded that the
pre-test of both classes were also not significantly different.

Content Validity
Table 2: Content Validity
3.7 Analyze social function, text structure,
and language element of simple
Basic
descriptive text about people, public
Competences
places, and historical buildings that
suitable with the use of context.

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 4.8 Catching the meaning in orally and
written simple descriptive text.
4.10 Arranging orally and written simple
descriptive text about people, public
places, and historical buildings with
paying attention to the aim, text
structure, and language element
correctly and suitable with the context.
3.7.1. Completeness and coherency of the
structure of descriptive text.
4.8.1. Accuracy of language features,
grammars, vocabularies, pronunciation,
Indicators
stressing, intonation, spelling, and
handwriting.
4.10.1. Suitability of writing
format/submission
Media Vlog
Pre-test
Each student should speak English language
in front of the class with the following
requirements…
a. The material is about descriptive
text
b. The maximum duration is three
minutes for each student
c. The researcher and teacher will
give the score about the students’
speaking performance
Instrument of Test
Post-Test
Each student should speak English language
in front of the class with the following
requirements…
a. The material is about descriptive
text
b. The maximum duration is three
minutes for each student
c. The researcher and teacher will
give the score about the students’
speaking performance
Time Allocation 2 X 45 Minutes

Based on the teacher’s analysis from the validity sheet that compared
to the curriculum and syllabus, the teacher approved the validity of data.
Inter-rater Reliability

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 Table 3: Agreement of Inter-rater Reliability
Group Class Pre-Test Post-Test
Experimental Class 1 Agreement 0.79 Agreement
Control Class 0.77 Agreement 0.76 Agreement

From the table above, it can be concluded that:

• Pre-test in experimental class was 1, the interpretation was
almost perfect. It showed that the data was reliable.
• Pre-test in control class was 0.77, the interpretation was
substantial agreement It showed that the data was reliable.
• Post-test in experimental class was 0.79, the interpretation was
substantial agreement. It showed that the data was reliable.
• Post-test in control class was 0.76, the interpretation was
substantial agreement. It showed that the data was reliable.

Result of Normality Test

Figure 1: Normality of Pre-Test in Experimental Class

14
12
10
8
Series2
6
4
2
0
45,5 47,5 51,5 55,5 60,5 64,5 68,5

Based on the result of graphic above, it showed that the graphic was
symmetric and well-shaped. Finally, it can be concluded that the data of
pre-test of experimental class was normally distributed.
Figure 2: Normality of Post-Test in Experimental Class

241
 14
12
10
8
6 Series2
4
2
0
59,5 63,5 67,5 71,5 75,5 79,5 83,5

Based on the result of graphic above, it showed that the graphic was
symmetric and well-shaped. Finally, it can be concluded that the data of
post-test of experimental class was normally distributed

Figure 3: Normality of Pre-Test in Control Class

20

15

10 Series2

0
43,5 48,5 53,5 58,5 63,5 68,5

Based on the result of graphic above, it showed that the graphic was
symmetric and well-shaped. Finally, it can be concluded that the data of
pre-test of control class was normally distributed.

Figure 4: Normality of Post-Test in Control Class

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 15

10

Series2
5

0
55,5 59,5 63,5 67,5 71,5 75,5 79,5

Based on the result of graphic above, it showed that the graphic was
symmetric and well-shaped. Finally, it can be concluded that the data of
post-test of control class was normally distributed.

Result of Homogeneity Test

Table 4: Result of Homogeneity Test in Experimental and Control Class

Group 𝑭𝒄𝒖𝒏𝒕 Pre-test 𝑭𝒄𝒐𝒖𝒏𝒕 Post-test 𝑭𝒕𝒂𝒃𝒍𝒆

Experimental and
1.02 1.03 4.149
Control

Pre-test :Fcount ≤ Ftable = 1.02 ≤ 4.149

Post-test : Fcount ≤ Ftable = 1.03 ≤ 4.149

It can be concluded that the pre-test and post-test in experimental

and control class was homogeneous.

Result of Hypothesis Test

In this research, there was alternative hypothesis (Ha) and Null
Hypothesis (H0). The alternative hypothesis was there is any effect of using
vlog toward students’ speaking skill and the null hypothesis was there is no
effect of using vlog toward students’ speaking skill. The researcher
measured the tcount and 𝑡𝑡𝑎𝑏𝑙𝑒 and then compare them.

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 The result of test of mean difference significant (independent 𝑡𝑡𝑒𝑠𝑡 ), it
was Calculated 𝑡𝑐𝑜𝑢𝑛𝑡 ≥ 𝑡𝑡𝑎𝑏𝑙𝑒 or 8.88 ≥ 2.00. The alternative hypothesis was
accepted. It can be concluded that there was any effect of vlog toward
students’ speaking skill at the tenth grade of MAN 2 Serang.

DISCUSSION
This research had been done during one month on March 27 th until
April 27th 2019. It was conducted to know whether any effect of vlog toward
students speaking skill at the tenth grade of MAN 2 Serang. The researcher
took the data from students’ score to measure reliability, normality,
homogeneity and t-test analysis. The researcher also took the validity of the
instruments from the English teacher’s approval. The purpose of this
research is to find out and measure whether there is any effect of vlog
toward students’ speaking skill. In this term, the researcher focused on
descriptive text as the material.
On the first meeting, the researcher gave pre-test to experimental
and control class. The aim of pre-test was to know the speaking skill of
students before they got treatment. There were 35 students both in
experimental and control class. After giving the pre-test, the researcher
analyzed it. Based on the analysis, the researcher knew that most of
students in both class had some difficulties, such as: most of the students
got difficulties in making descriptive text then speaking it in front of class.
Most of them still confused to find and arranged words, vocabularies, and
grammatical patterns to make descriptive text. They also had lack of
confident when they performed their speaking in front of the class. In the
second and third meetings, the researcher conducted the treatment in
both of the experimental and control class. The researcher explained more
about descriptive text with vlog as the media. The students enjoyed the
learning process and gave good respond, they looked enthusiast in
learning by using vlog as the media. In experimental class, the researcher
asked the students to make vlog related to descriptive text with their group,

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then they should upload the vlogs to Youtube. In control class, the teacher
did not asked the students to make vlog related to descriptive text. On the
last meeting, post-test in the experimental and control class was
conducted. The researcher asked them to speak in front of the class related
to descriptive text. However, in the post-test result, both of experimental
and control class, the students’ achievement had positive progress. The
progress could be seen from comparison from pre-test and post-test result.
In classroom, the students were more enthusiastic and confident in
learning and speaking English. This was supported by Sari (2017:41) that
students now were more motivated and confident to speak in the class
using English. Vlog was a suitable media to gain the students’ interest and
skill in speaking. It was supported by Rahayu and Nurviyani (2018:7) that
implementation in learning speaking through vlog was suitable instructional
media for students because the implementing vlog help students in
learning speaking and foster their speaking skill. Aqil (2018:190) also showed
that the implementation of vlogging as a medium for eighth graders can
help students to learn speaking.
The result of students achievement from pre-test to post-test showed
that there were difference between students’ speaking skill from the
experimental class that received treatment and the control class that did
not received the treatment. However, the students’ score in experimental
and control class got higher score in the post-test than pre-test. Besides, the
result from the analysis of independent t-test was done and the result
showed that there was any effect of vlog toward students’ speaking skill at
the tenth grade of MAN 2 Serang.

CONCLUSION
The researcher conducted the research at MAN 2 Serang as the
population with the sample of X IPA 2 as the experimental class and X IPA

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1 as the control class, in order to find out and measure whether there was
any effect of vlog toward students speaking skill at the tenth grade of MAN
2 Serang. Based on the result of this research, it can be concluded that vlog
had been proven as a media in teaching and learning speaking for the
students, especially in descriptive text. The students could enjoy, be active,
more confident, and gave good respond by learning with vlog as a media.
In this research, the result of analyzing in independent t-test showed that
𝐹𝑐𝑜𝑢𝑛𝑡 ≥ 𝐹𝑡𝑎𝑏𝑙𝑒 with the level of significance 0.05 (5%) was 8.88 ≥ 2.00. The
alternative hypothesis was accepted. It can be concluded that there was
any effect of vlog toward students’ speaking skill at the tenth grade of MAN
2 Serang. Finally, vlog can be used as a media for teacher to teach
students’ speaking skill.

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