The Effect of Using Video Media on Speaking Ability of The Fifth Grade Students at MIS Mambaul Ulum Dahu
DOI:
https://doi.org/10.29407/a0xw7784Keywords:
speaking skill, video media, English language learning, Input Hypothesis, ZPD, elementary educationAbstract
This study investigates the effectiveness of video media in improving English-speaking skills among fifth-grade students at MIS Mambaul Ulum Dahu. Using a one-group pretest-posttest design, 24 students were assessed before and after three video-based learning sessions featuring YouTube content on self-introduction. These videos served as authentic models for pronunciation, grammar, and fluency. Speaking abilities were evaluated through oral tests, focusing on five aspects: pronunciation, fluency, vocabulary, grammar, and confidence. The results, analyzed using SPSS 30, showed a significant improvement. The average pre-test score was 73.75, rising to 81.67 in the post-test. A paired t-test revealed a significant difference (t = -4.855, p = 0.000), confirming the video media’s effectiveness. The findings align with Krashen’s Input Hypothesis and Vygotsky’s Sociocultural Theory, highlighting the role of meaningful input and guided learning. The study concludes that video media enhances both language skills and student motivation, supporting the use of multimedia in elementary language instruction.
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