THE USE OF FILM AS A MEDIUM TO IMPROVE STUDENTS SPEAKING

SKILL AT TENTH GRADE STUDENTS OF SMA NEGERI 2 KASIMBAR

Nur Rahma1, Nur Sehang Thamrin2, Shalehuddin3
English Education Study Program, Faculty of Teacher Training and Education
Tadulako University

ABSTRACT
The objective of this research is to prove if the Speaking skill can be improved by using Film
as a Medium. The researcher employed a pre experimental research design. The sample of
this research was the grade tenth students of SMAN 2 Kasimbar selected by using purposive
sampling. The experimental group was tenth B consisting of 23 students. The instrument of
data collection was a test which was given to the research sample as pre-test and post-test. The
pre-test was used to measure the students’ speaking skill before the researcher gave the
treatment; and the post-test was used to measure the students’ speaking skill after the treatment
was given. The data were analyzed statistically. The result of data analysis shows that the
hypothesis is accepted by regarding to the analysis that t-counted (5.81) is greater than t-table
(1.717). The degree of freedom (df) of the table is 23-1 =22. The level of significance counted
was set up 0.05. It means the use of Film as a media can improve the students’ speaking skill at
tenth grade of SMA Negeri 2 Kasimbar.

Keywords: Improving, Speaking, Skill, Film

Tujuan dari penelitian ini adalah untuk membuktikan apakah kemampuan siswa dalam
berbicara bisa meningkat dengan menggunakan film sebagai media pembelajaran. Peneliti
mengaplikasikan model penelitian pre-experimental. Populasi dari penelitian ini adalah
siswa-siswa kelas sepuluh di SMA Negeri 2 Kasimbar. Sampel dari penelitian ini diambil
dengan mengaplikasikan teknik purpovive sampling di kelas X B yang berjumlah 23 siswa
sebagai objek dari penelitian ini. Alat pengumpulan data yang digunakan adalah tes yang
diberikan kepada sampel penelitian dalam bentuk pre-test dan post-test. Pre-test digunakan
untuk mengukur kemampuan berbicara siswa sebelum diberikan tindakan, dan post-test
digunakan untuk mengukur kemampuan berbicara siswa detelah diberikan tindakan. Data di
analisi secara statistic. Hasil dari penganalisisan menunjukan bahwa hipotesis diterima
berkaitan dengan hasil dari analisis menunjukan bahwa nilai t-counted (5.81) lebih besar dari
nilai t-table (1.717). Derajat kebebasan (df) pada table adalah 23-1=22. Kesimpulannya,
penggunaan film sebagai media pembelajaran bisa meningkatkan kemampuan berbicara siwa
kelas sepuluh di SMA Negeri 2 Kasimbar.

Kata Kunci: Meningkatkan, Kemampuan berbicara, Film

INTRODUCTION
Speaking is one of language skills
besides listening, writing and reading. It is an
activity of expressing ideas between two or
more people who are called speaker and
listener. Generally, in this era every person
wishes to speak English well because they
want to share their ideas with a special way.
Bygate (2013) argues “it is the vehicle
praexcellence of social solidarity, of social
ranking, of professional
1
English Education Study Program,
Faculty of Teacher Training and Education
Tadulako University
e-mail: nur.rahma321@yahoo.com
© 2018 – Universitas Tadulako
advanced, and of business”. It means that
speaking is important to be improved because
it is used to communicate with other people
from different background and society.
Teaching English as a foreign language
is not an easy matter. As we know that
speaking skill is one of difficult parts in
learning English because there are many
components of speaking skill that students
need to improve before they master speaking
skill such as fluency, accuracy, and
comprehensibility. By using appropriate
strategy or medium, the learners can enjoy the
teaching process. It is the role of the teacher
to choose appropriate strategy of teaching.
The teacher should use various technique,
method, or media in helping students to speak

E-Journal of English Language Teaching Society (ELTS) Vol. No. 1

English as well because in this era, English
becomes one of languages that can be used to
understand the advanced technology and
make communication in the international
community. It means that it is important for
students to have sufficient ability about
English. Especially in speaking, it is stated in
national curriculum called KTSP curriculum
(Kurikulum Tingkat Satuan Pendidikan)
2006, at the standard competence point 4 and
basic competence point 4.2 in syllabus. The
standard competence in English subject point
4 is that students are expected to express
meanings in short functional essay and
monologue in a form narrative, recount and
procedure in the context of daily life and to
access knowledge. The basic competence in
English subject point 4.2 is to express the
meaning of short monologue by using various
spoken language accurately, fluently, and
appropriately in the context of daily life and
to access knowledge in narrative, recount, and
procedure.
The tenth grade students at SMA Negeri 2
Kasimbar got difficulties when they spoke
English. Based on researcher interview to a
teacher of SMA Negeri 2 Kasimbar, it is
found that students still had insufficient
vocabulary, they also felt unfree to express
what they want to say, as they often feel shy
for making the listener will not understand
their expression.
There are many techniques, methods, or
media in teaching speaking that can develop
students speaking skill, such as conversation,
drama, short dialogue, role play, film, picture,
and so on. It is expected that teachers have to
be able to vary their teaching media in order
to anticipate students’ boredom toward the
teaching method. For instance, we can vary
our media in teaching in order to give
something new to the students so that they
will be more interested in our teaching. As
everyone knows that, there are many media
which can be used to teach language. One of
them is film. In this case the researcher is
interested in using the film as a medium to
improve students’ speaking skill. The
researcher chooses this medium in teaching
speaking for several reasons. First, a film
provides students with examples of English
used in ‘real’ situations. Second, a film is
presented in audio-visual mode that make the
E-Journal of English Language Teaching Society (ELTS) Vol.
students to see an object directly so it can
help students to understand the material as
well. Third, film is interesting since it
entertains them, so the students enjoy
teaching and learning process, and the last
reason is teacher in this school never try
teaching by using medium such a film.
Based on the explanation above, film is
an audio-visual medium which consists of
motion pictures and always entertained. Using
film as kinds of teaching media is expected to
build students’ ability in speaking. So that, it
can involve the students’ speaking skill and
extend their ideas or suggestions in front of
the class and also improve their self-
confidence because most of students are still
afraid and nervous to express their English
orally.
RESEARCH METHOD
In this research, the study applied pre-
experimental research design. In this class,
the researcher gave the pre-test before the
treatment and post-test after the treatment.
The pre-test was conducted in order to
measure students’ speaking skill before
giving the treatment. After the treatment, the
researcher gave the post-test in order to
measure the effectiveness of the treatment.
The research design that applied in this
research was proposed by . Best (1981:69) as
follows:
Q1 X Q2
Where:
Q1 = Pre-test
X = Treatment
Q2 = Post-test
Population is needed by every
researcher when conducting research. Best
and Khan (2006:13) define, “a population is
any group of individuals that has one or more
characteristics in common and that are of
interest to the researcher”. The population of
this research was the tenth grade students of
SMA Negeri 2 Kasimbar. It consisted of 3
classes as presented in table 1
No. 2

Table 1
The Distribution of Population
Classes Number of Students
XA 20
XB 23
XC 22
Total 65
Best and Kahn (2006:13) defines
“Sample is a small proportion of the
population that is selected for observation and
analysis”. The sample of this research was
taken through purposive sampling technique.
In this research, the study selected X B as the
sample of this research because this class has
the characteristics to be the sample. The
characteristic that the researcher found was
the students’ weakness in producing words in
the class room. This class was the most
appropriate class, compared with another
class of the tenth grade students. The
dependent variable is students’ speaking skill
while the independent variable is Film
In collecting the data, the research
instrument used a test as the instrument of the
research. The test consisted of pre-test and
post-test. Pre-test was used to measure
students’ ability in speaking before the
treatment, while post-test was given after the
treatment. The treatment was conducted in six
meetings. Time allocation for each meeting
was 2x45 minutes. The researcher playing
film for the students relating to the material
on the syllabus. The topics were narrative text
and expression of happiness. The researcher
recorded all of the students’ voices to get
accurate scores, both in pre-test and post-test.
Furthermore, the researcher used the
scoring system adapted from Heaton
(1988:100). Based on the scope of the
E-Journal of English Language Teaching Society (ELTS) Vol.
research, the scoring system goes from 1 up
to 5 at each scope. Therefore, the maximum
score was fifteen. It was gotten from the score
of scope which consists of three scopes, they
are fluency, accuracy, and, comprehensibility.
The researcher used statistic to analyze the
data. It was used to analyze the result of the
test instrument (pretest and posttest). The
researcher used the formula proposed by
Arikunto (2006:306) in calculating the
individual score of the students, the mean
score, the sum of mean deviation, the sum of
square deviation and the t-counted value. First,
the researcher calculated the individual score
of each student. Second, after getting the
students’ individual score, the researcher
counted the individually. Third, the researcher
counted the sum of mean deviation. Fourth,
the researcher counted the sum of square
deviation. Afterward the researcher calculated
the value of t-counted to see of significant
difference between the mean score of the pre-
test and post-test.
FINDINGS
In presenting the data, the researcher
analyzed the data taken from pre-test and
post-test. It means that the data collection of
the research was in form of numeric data. Pre-
test was conducted in order to know the
student’s prior speaking skill before they got
the treatment. After the pre-test, the
researcher conducted the treatment by using
film as a medium in six meetings to the
students. After finishing six meetings, the
post-test was conducted in order to find out
the progress of students’ speaking ability after
the treatment. Furthermore, the purpose of the
post-test was to compare the result of the
students’ achievement in speaking skill
between pre-test and post-test. The result of
the pre-test is presented on table 2.
No. 3
 Table 2 Table 3
The Result of the Pre-test The Result of the Post-test
Score Score
No Initial Components Obtained Max Standard No Initial Components Obtained Max Standard
A C F A C F
1 ASR 2 4 3 9 15 60.00
1 ASR 1 1 1 3 15 20.00
2 AES 4 5 5 14 15 93.33
2 AES 4 4 3 11 15 73.33
3 AA 3 4 4 11 15 73.33
3 AA 2 2 3 7 15 46.66
4 AT 4 5 4 13 15 86.66
4 AT 4 3 4 11 15 73.33
5 A 3 4 4 11 15 73.33
5 A 2 3 2 7 15 46.66 6 AFZ 2 3 3 8 15 53.33
6 AFZ 1 1 1 3 15 20.00 7 AFR 3 3 3 9 15 60.00
7 AFR 1 2 1 4 15 26.66 8 FA 3 4 3 10 15 66.66
8 FA 2 1 1 3 15 20.00 9 F 2 3 3 8 15 53.33
9 F 1 1 1 3 15 20.00 10 H 3 3 4 10 15 66.66
10 H 1 1 2 4 15 26.66 11 I 2 3 3 8 15 53.33
11 I 1 1 1 3 15 20.00 12 MK 3 3 4 10 15 66.66
12 MK 1 1 1 3 15 20.00 13 MN 3 4 4 11 15 73.33
13 MN 1 1 1 3 15 20.00 14 M 3 3 4 10 15 66.66
14 M 1 1 1 3 15 20.00 15 NA 3 3 4 10 15 66.66
15 NA 1 1 1 3 15 20.00 16 NH 3 4 5 12 15 80.00
16 NH 1 1 2 4 15 26.66 17 N 3 3 4 10 15 66.66
17 N 1 1 1 3 15 20.00 18 PA 3 4 5 12 15 80.00
18 PA 2 3 3 8 15 53.33 19 P 3 3 3 9 15 60.00
19 P 1 1 1 3 15 20.00 20 RC 3 4 4 11 15 73.33
20 RC 1 2 3 6 15 40.00 21 SSR 3 4 4 11 15 73.33
21 SSR 1 2 2 5 15 33.33 22 SW 2 3 4 9 15 60.00
22 SW 1 1 2 4 15 26.66 23 WA 2 3 3 8 15 53.33
23 WA 1 1 1 3 15 20.00
Total score 1.367
Total score 679.96
Mean score 59.43
Mean score 29.56

After looking at the list of the pre-test
scores, it can be seen that the highest score of
the pre-test is 73.33 and the lowest one is
20.00. To find out the t-test value in order to
prove whether the use of film as a medium is
effective or not in improving students
speaking skill. The researcher used formula
stated on the previous chapter to find out the
mean score of students’ pre-test. The mean
score of students’ pre-test is 29.56. The score
shows that the ability of students in speaking
was relatively low before getting the
treatment. Meanwhile, the result of post-test
is presented on table 3.
As shown on the table above, the
highest score of the post-test is 93.33 and the
lowest one is 53.33. To compute the mean of
students’ speaking scores on post-test, the
researcher used the same formula as one used
in the pre-test. The mean score of students’
speaking score for post-test is 59.43. It
confirm that there is a significant progress of
the students’ score after getting the treatment
which is from 29.56 on pre-test become 59.43
on post-test. Moreover, the researcher
calculated the mean deviation and square
deviation. It would be done after looking for
the sum deviation of students’ score firstly by
analyzing student’s individual score in post-
test minus student’s in pre-test. It is shown
on table 4.

E-Journal of English Language Teaching Society (ELTS) Vol. No. 4

 Table 4. level of significance of one tailed of test, the
The Deviation Score of Pre-Test and Post- researcher found that the t-table value is 1.717.
Test It shows that the t-counted value (5.81) is higher
than t-table value (1.717). It means that the
Standard research hypothesis is accepted because the
Score Deviation Square value of t-counted is higher than the value of
No Initial (d) deviation
Pre- Post-
(y-x) (d2)
t-table. In the other words, the use of film as a
test test medium can improve students speaking skill
(x) (y)
1 ASR 20.00 60.00 40.00 1.600
at tenth grade students of SMA Negeri 2
2 AES 73.33 93.33 20.00 400 Kasimbar.
3 AA 46.66 73.33 26.67 711.28
4 AT 73.33 86.66 13.33 177.68 DISCUSSION
5 A 46.66 73.33 26.67 711.28 The objective of this research is to
6 AFZ 20.00 53.33 33.33 1.110 find out whether or not the use of film as a
7 AFR 26.66 60.00 33.34 1.111 medium can improve students speaking skill
8 FA 20.00 66.66 46.66 2.177
at tenth grade students of SMA Negeri 2
9 F 20.00 53.33 33.33 1.110
10 H 26.66 66.66 46.66 2.177
Kasimbar. The researcher focused on fluency,
11 I 20.00 53.33 33.33 1.110 accuracy, and comprehensibility because
12 MK 20.00 66.66 46.66 2.177 these components become the problem faced
13 MN 20.00 73.33 53.33 2.844 by the students. Before the treatment, the
14 M 20.00 66.66 46.66 2.177 researcher tried to find primary data about
15 NA 20.00 66.66 46.66 2.177 real situation of the class by doing
16 NH 26.66 80.00 53.34 2.845
17 N 20.00 66.66 46.66 2.177 observation first. By doing preminary
18 PA 33.33 80.00 46.67 2.178 research, the researcher saw that some of
19 P 20.00 60.00 40.00 1.600 students’ seemed boring and did not pay
20 RC 40.00 73.33 33.33 1.110 attention to their teacher. This situation
21 SSR 33.33 73.33 40.00 1.600 indicated the students had problem in learning
22 SW 26.66 60.00 53.34 2.845
23 WA 20.00 53.33 33.33 1.110
English, this research was a pre-experimental
Total ∑x = 679.95 ∑y = 1.367 687.05 33.948 research. The researcher gave the students a
pre-test before the treatment result of the pre-
test showed that students’ speaking skill was
The table confirms that the highest low in fluency, accuracy and
deviation (d) score is 53.34 and the lowest comprehensibility.
one is 13.33. For the square deviation (d2), the
highest score is 711.28 and the lowest one is In this research used film as a
400. The total score of students’ deviation is medium in teaching and learning process to
687.05 while the total score of students’ improve students’ fluency, accuracy,
square deviation is 33.948. comprehensibility in speaking. There were
After gathering all the data of problems of the research, firstly some
students’ pre-test and post, the researcher students could not achieve the minimum score
counted the mean score of deviation and standard score and felt unconfident to express
square deviation. The researcher found that their idea in speaking, so they could not speak
the mean score of deviation is 29.87 and the English fluently, accuracy, and
sum of square deviation is 13.423 . comprehensibility. In making students more
Furthermore, the researcher calculated the confident to speak than before, the researcher
value of t-counted by using t-test formula as divided students into 6 groups, than
proposed by Arikunto (2006) to see the researcher played the film and asked students
significant difference between pre-test and to discuss the film in their groups and then the
post-test. By applying the t-test formula, the representative of their groups would present
researcher found that the t-counted value is 5.81. it. Every students had a chance to present the
Afterwards, the researcher compared result of their discussion because the
the value of t-counted to the value of t-table in representative of the groups in every meeting
order to find out the significant difference should be change. So at the post test most of
between pre-test and post-test. By applying students felt confident to express their idea
N-1=23-1=22 degree of freedom (df) and 0.05

E-Journal of English Language Teaching Society (ELTS) Vol. No. 5

because they have been pass these situation
before.
The second problem was, the students
had insufficient vocabulary, during the film is
played, the researcher asked students prepare
dictionary and write the word that the do not
know and ask some conversation that the do
not understand from the film and they
discussed all the vocabulary with their
groups. When they have known all the word it
would make them easy in doing the exercises
that the researcher gave to them. Indirectly
their vocabulary will be improved. The last
problem was they often feel shy for making
the listener will not understand their
expression. They got very confused to express
their opinions on their mind even not active
enough on their speaking class. This problem
could be solved by asking the students to join
with their groups and made good relationship
with them. In dividing the students, the
researcher mix proficient and less proficient
students, so the problem students could help
the less proficient students to speak, and they
could active students in speaking class. In
their groups the discussed about the film and
the material that the researcher teach to them
during the class.
. The process of instructional
treatment was open by ask the previous
materials. After knowing the materials which
had been taught by their teacher, the
researcher gave some questions related to the
topics to get their attentions and also told
them about the instructional objectives. To
get their interest in learning speaking the
researcher told them that the researcher use
film as media in teaching during the
treatment. Before watching the film the
researcher explained the material from their
books. After giving clearly explanation to
them, the researcher played the film and
asked students to observe it. It was play for
±5 minutes. It was the best part of the film or
their trailer. Before watching the film the
researcher divided students into 6 groups
which is consist of 4-5 students. In order to
had better understanding about the material
that related with the film that the students
have been watched, the researcher asked them
to discuss the film that related with the
material with their group. After the students
discussed with their group one of them should
E-Journal of English Language Teaching Society (ELTS) Vol.
present the result of their discussion to the
other group. At the first meeting in giving
treatment most of the group gave wrong
explanation about the film and some of
groups could not present their result of
discussion because most of them is passive
students. Every meeting during the treatment
most of students more active than first
meeting and they could explain the result of
their discussion about the film that related
with the material that the researcher always
explain before playing the film. At sixth
meeting in treatment before giving the post-
test almost every group can present and
explain about the film.
Based on the result of the post-test
after administrating the treatments, the
researcher concluded that it was easy for
students to speak English including retell their
experiences. They felt confidence while
retelling their experiences in front of the class
without afraid making mistakes. It caused by
interesting media which were amusing
students who watch it. In addition, students
acquired some new vocabularies, pronounced
word as well, understanding in grammar, and
got motivation after watching film. It was
happened because in the first when the film
was played, the researcher gave students
chance to ask some conversation that they did
not understand and then, they asked by the
researcher to repeat the conversation. After
she pronounced the sentence on the
conversation, then she asked the students to
pronounce that sentence again. In the second
time when the researcher played the film, the
students had a chance to write down the
words that they got after watching the film
and they asked to the researcher how to
pronounce some words that they did not know
how to pronounce it better. At the third time
the researcher played the film the students
asked to made some conclusion about the film
that related with the material that researcher
has been explain at the beginning before
playing the film and present it orally in front
of the class. After all of the groups presented
result of their discussion about the film the
researcher fixed some answer who missed and
some words that missed.
The post-test conducted after
treatment that had been given to show
students’ progress in speaking. The kinds of
No. 6
the pre-test and post-test were the same but
different result. The researcher computed the
mean score of students’ post-test by applying
the formula design that used in the pre-test. In
the post-test, the students’ individual score is
better than the pre-test. From the calculation,
the researcher can interpret that the result of
post-test is higher than pre-test and it is
widely that the students speaking skill
improved after giving the treatment by using
film as a media in teaching. After that, the
researcher computed the deviation score to
compare the students’ score in post-test and
pre-test, by computing the students’
individual score in the post-test minus the
students’ individual score in the pre-test.
After obtaining the deviation score, the
researcher counted mean deviation of the
score. Having counted the mean deviation,
then the researcher computed the square
deviation by computing the score deviation
(d2) minus by the result of deviation.
Furthermore, the researcher computed and
analyzed the data in order to know the
significant difference between pre-test and
post-test.
the research question that using film as a
media improves students’ speaking skill at
tenth grade of SMA Negeri 2 Kasimbar.
REFFERENCES
Arikunto, S. (2006). Prosedur
Penelitian:Suatu Pendekatan Praktek
(Edisi Revisi 4). Jakarta: Rinaka Cipta
Best, W.J and Kahn, V.J (2006) Research in
Education (Tenth Edition). Pearson
Education Inc. United States of
America.
Bygate, M (2003) Language Teaching, A
scheme for Teacher Education. New
York: Oxford University Press
Department Pendidikan Nasional (2006).
Syllabus tingkat SMA and MAN.
Kurikulum Tingkat Satuan
Pendidikan Nasional Pusat
Kurikulum.
Heaton, J.B.(1998) Writing English Language
Test .Hongkong: Longman Group.

The effectiveness of film as a media

has been proved by Prabawadanti (2014), she
has proven that using cartoon films is
effective in improving the students’ speaking
skill at the year VIII students of SMP Negeri
4 Pasaangkayu. The result of her research
shows that t-counted is higher that t-table. It
means that the hypothesis of the research is
accepted. Additionally, similar with
Prabawadanti, the researcher has proven that
using film as a media in teaching is effective
in improve students’ speaking skill of X grade
students of SMA Negeri 2 Kasimbar, the
result of her research t-counted (5.81) is
higher that t=table (1.717), it means that the
researcher hypothesis is accepted.

CONCLUSION

The researcher concludes that using

film as a media improves students’ speaking
skill at tenth grade of SMA Negeri 2
Kasimbar. The result of data analysis shows
that the t-counted (5.81) was higher than t-
table (1.717), by looking at the result of t-
counted and t-table, it can be said that there is
a significant improvement of the students’
achievement. The previous statements answer

E-Journal of English Language Teaching Society (ELTS) Vol. No. 7