USING DUBBING PRACTICE THROUGH YOUTUBE VIDEO TO IMPROVE STUDENTS’ SELF-CONFIDENCE IN SPEAKING (An Action Research at the First Grade Students of SMA Batik 1 Surakarta in the Academic Year of 2012/2013)

NURYATI, (2013) USING DUBBING PRACTICE THROUGH YOUTUBE VIDEO TO IMPROVE STUDENTS’ SELF-CONFIDENCE IN SPEAKING (An Action Research at the First Grade Students of SMA Batik 1 Surakarta in the Academic Year of 2012/2013). Other thesis, UNIVERSITAS SEBELAS MARET.

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    Abstract

    Nuryati. K2209068. USING DUBBING PRACTICE THROUGH YOUTUBE VIDEO TO IMPROVE STUDENTS‟ SELF-CONFIDENCE IN SPEAKING (An Action Research at the First Grade Students of SMA Batik 1 Surakarta in the Academic Year of 2012/2013). A Thesis. Surakarta. Teacher Training and Education Faculty. Sebelas Maret University. 2013. This thesis is written to identify: (1) whether and to what extent dubbing practice through YouTube video improve students‟ self-confidence in speaking, and (2) the strengths and weaknesses of dubbing practice through YouTube video when it is implemented in teaching and learning process. In this research, I conducted action research which requires four steps, namely: planning, implementing, observing, and reflecting. The research was conducted in two cycles from March 28th until May 26th 2013 at the first grade students of SMA Batik 1 Surakarta. The data were collected by using techniques of observation, interview, questionnaire, and test (pre-test and post-test). In the research, the qualitative data were analyzed by using constant comparative method. Meanwhile, the qualitative data were analyzed by using descriptive statistic. The research findings point out that (1) dubbing practice through YouTube video improves students‟ self-confidence in speaking, the improvement includes: a) showing appropriate behavior during teaching and learning improves, b) using appropriate gesture; c) speaking loudly; d) expressing idea fluently; e) pronouncing English words correctly, and f) producing new vocabulary. In addition, the students‟ mean score also improves: 55.30 in the pre-test, 64. 45 in the post-test cycle 1 and 69. 65 in the post-test cycle 2. (2) there are stenghts and weaknesses of dubbing practice through YouTube video. The strengths are: a) there is improvement on the students‟ behavior during teaching and learning process; b) students got new vocabularies, good model of gesture, voice, fluency, and pronunciation from YouTube video in video watching stage; c) students are active answering the researcher‟s question in video discussion stage; d) students happy and enjoy having learning activities in the language laboratory. While the weaknesses are: a) there are technical problems in language library; b) scenario production stage in group makes some students become passive since they depend on the other group member; c) Scenario presentation stage makes some students passive in giving comment for the other groups‟ scenario; d) the students do misspronunciation but the frequency is low. Therefore, I recommend using dubbing practice through YouTube video in speaking class. It not only improves students‟ self-confidence in speaking but also makes teaching and learning process enjoyable.

    Item Type: Thesis (Other)
    Subjects: L Education > L Education (General)
    P Language and Literature > PE English
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
    Depositing User: Nisaa Adlia Adani
    Date Deposited: 03 May 2014 18:09
    Last Modified: 03 May 2014 18:09
    URI: https://eprints.uns.ac.id/id/eprint/14328

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