CHAPTER I

INTRODUCTION

This chapter describes fundamental consideration in picking up the chosen

topic. This chapter comprise with the background of the study, the research questions,
and the purposes of the study, the significance of the study, the definition of key
terms, and the organization of the thesis.

1.1 Background of the study

One of language learning target is practicing the language as the way of

communication. The evidence of learning a language is proved by capable to speak
certain language as a tool to express ideas, feeling and opinion. In addition, study
from Grauberg (1997) found many students presume that the main purpose of
learning foreign language is to be able to communicate by using that language.
Naturally, speaking is a process of producing verbal utterance. In the other word, it
can be concluded that speaking is process of sharing idea and opinion in oral
language communication in the society (Bailey, 2003). However, there are amounts
of efforts to produce good verbal utterance. As Brown (2004) stated that there are five
indicators to be assessed in order to behave a good speaking, for instances;
pronunciation, grammar, vocabulary, fluency and comprehension.
Not only that, schools in Indonesia require minimum criteria of speaking
subject which called as predetermined minimum standard mastery of speaking.
Students should pass the minimum score as the requirement for pursuing the next
level. Besides, in the amount of fields especially for companies have used English as
their additional skill priority and announce English for main requirement entry. Those
reasons assume that English speaking ability will widespread the opportunity in
getting a job. Additionally, English include as the most usage language in the world
( …reference).

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 As aforementioned, teachers should have a commitment to encourage students
to yield their best in learning English speaking as the way of communication although
some experts stated that speaking include as the most difficult skill to be mastered.
Speaking includes the most difficult skill to be mastered by learners and
generally, many learners still incapable to speak English (Al Hosni, 2014). He also
explains some factors resulting some difficulties in speaking are internal factors of
learners, instructional method, curriculum, and environment factor. Additionally, Ur
(1996) also asserted another factor learners incapable communicate in English is
inhibition. In short, many factors engender incapability in speaking although speaking
is the most important skill.
Besides those discussions above, there are some further problem in the location
of this research once interviewing the teacher. There are some evidences reporting by
the teachers. Firstly, the teacher reports that from about twenty-five students in a
classroom, only one to two students capable to speak English. Secondly, the average
score of students’ speaking grading from English speaking rubric are on the second
level from five scales. The last, students are infrequently using English as a
communication way unless they have to do it as an assignment. In fact, teachers
added that students actually have notice the essential of speaking for communication
and they also realize the significant of English in this era. But still, they need
encouragement to motivate themselves.
Additionally, teacher also mentioned some reasons of students’ lack of
speaking skill. Starting with lack of vocabulary. It will automatically influence the
fluency and pronunciation as well. Moreover, students are in a low motivation to
speak because they are afraid of making a mistake, and they are reluctant to speak
English to their friends if there is no instruction from teachers. Lastly, once students
try to speak English they feel stuck as they don't know how to construct a good
sentence. However, all those problem above proved by their score. Many of them are
below of minimum learning mastery criteria in the speaking score. Whereas,
technology serves students to have self-learning by using internet.

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 Nowadays, the needs of technology have extended to entire fields. Recently,
internet is a technology that has been the most usage especially for communication
and information (Vacca, 2009). Not only for communication and information, but
technology also has moved as an interesting tool in building innovative teaching in a
classroom. The movement of technology expands rapidly. Meanwhile, apparently
learners have accustomed to use technology in every aspect of their life. It should
lead teachers to shift their way of teaching by infusing technology as a teaching
media.
According to Rodrigues and Vethamani (2015), the development of internet
and technology currently facilitate teachers to take the opportunity to apply the
internet and technology as an instructional method in teaching classroom by having
online learning. Moreover, Sadikin (2016) states that the transition of internet and
technology development creates long-lasting innovation which contributes a new
insight into teaching and learning English. It signifies that teachers should bring
online-learning in a classroom since learners have habituated with it every day.
Lamy and Hample (2007) also argued that online learning has evolved into
more widespread and widely used both in written discourse or oral discourse. Lamy
and Hampel's theory gains an insight into out of ordinary atmosphere in the teaching
classroom. Its atmosphere should be supported by the suitable instructional method
that complete all the requirement needed. As mentioned before, online learning is
type of instructional method. In particular, there is instructional method which consist
of online learning with teacher as the facilitator and also apply some activities in a
classroom. It is called as blended learning method. Then, blended learning match the
requirement of an appropriate instructional method in implementing technology in a
classroom.
Blended learning is an approach that combines traditional ways and technology
as media to support teaching in the classroom. The use of blended learning, a method
that utilizes a combination of face to face teaching (f2f) as well as online learning.
F2f means teachers and students still meet in a classroom and having online material
and activities in a classroom. Thus, blended learning has been widely recognized to

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be the best method compared to other methods which combine between technology
and traditional learning. It is linked with Garrison and Kanuka that define blended
learning as the “thoughtful integration of classroom face-to-face learning experiences
with online learning experiences” (Hrastinski, 2019).
Besides, blended learning also encourages learners to be more active in the
classroom (Means et al., 2013). Blended learning as students centered approach based
on constructivist principles framework (Norberg et al., 2011) has been resulted as
appropriate way in encouraging learners to be more autonomous, critical and has deep
learning (Baeten et al., 2010). Due to those point of views can be drawn that blended
learning is able to motivate students to be more confident helped by technology as the
new innovative way in teaching.
Furthermore, one of the media used in a blended learning approach is video.
Certainly, the usage of video in a class can be as authentic material to link between
theory and real-life (Seidel et al., 2013) in more comprehending of abstract ideas
(Eick & King Jr., 2012) and facilitate out of normal teaching environment (Mitra et
al., 2010).
The usage of textbook as teaching media requires students taking some time to
understand the lesson, since they should switch the abstract ideas into their concrete
understanding. In contrast, video serves concrete ideas directly since video is
audiovisual and authentic media. Moreover, video also has forward and rewind
buttons, so that if students need to repeat the content for more understanding they can
repeat it easily. It is in line with Richard and Renandya (2002) that describes that in
stimulating learners’ speaking skill, they should provide extensive exposure to
authentic language through audiovisual media and facilitate an occasion to
communicate the language in a contextual situation.
Besides, learners have been recognized as screen-generation or as digital
natives (Prensky, 2005). Indeed, it will grant benefit when internet and technology
infused in classroom teaching. Moreover learners will perceive enjoyment since they
familiar with internet as well as video (Fee & Budde-Sung, 2014).

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 TED-Ed is an example of a learning tool in a classroom teaching in the form of
video. In particular, TED-Ed is a Web-Based application equipping video as a tool to
deliver a topic of certain lesson. It also provides particular parts to encourage learners
thinking deeply and being active in speaking (…references). TED-Ed launched in
2012 and presents teachers' new creatives' way of teaching. Teachers are presented a
new format of teaching beyond the usual format for assisting the teachers and learners
in teaching learning process (Education, 2012). Besides, TED-Ed also serves a
potential to shift the old paradigm in teaching into more innovative and creative way
of teaching as stated by Garrison (2017) that online learning communities creates new
ways for teachers and students to engage, interact, and contribute to learning.
Another result from interviewing the teacher is about media used in teaching
speaking class by the teacher. Commonly, the teacher used textbooks and sometimes
using PowerPoint presentations but never used TED-Ed before. In classroom activity,
teachers used to ask students to have group work and work in pairs. In reality,
learners did the teachers' instruction just in moderation. Teachers feel uncertainty on
how to overcome that problem. TED-Ed is unfamiliar platform for the teacher and
just heard about it once doing the interview.
Naturally, there are lot of media usage in teaching speaking, but to generate an
enjoyable environment for students to speak, one of the media that has to be
considered is TED-Ed. The reason is; TED-Ed serves free accessed online learning,
provides some parts to ease teachers in teaching and facilitates students with
authentic media in learning such as video. TED-Ed also guide teachers to be creative
in serving the lesson and affording some creative activities in the classroom.
Meanwhile, the previous research from Russel (2017) found that TED-Ed creates a
workshop atmosphere in a classroom since that atmosphere is admitted to increase
students’ motivation to be more active. Russel (2017) also showed that students are
encouraged to speak because of the workshop atmosphere offering students a chance
to practice.
Additionally, TED-Ed delivers audiovisual part which in general, majorly
students have been very familiar with it. It also presents an authentic material with the

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right pronunciation, rich vocabulary, appropriate intonation and fluency in English,
since those skills are necessary lists for learners to be able to speak English well.
Furthermore, videos in TED-Ed are full of new insights as the speakers are mostly
expertise in their field, picking up the current issues, and touching stories from people
who experience it directly. The researcher proposes using Web-Based TED-Ed to be
implemented as media for increasing speaking skills and to solve the problem of
speaking at the eleventh year of students. It is proved by Ahluwalia (2018) that found
speaking skill has improved by using TED Talks as teaching media. In order using
TED-Ed lesson is more interesting and innovative media should involve in the
teaching-learning process. Furthermore, improving students' speaking skills have
been the researchers' attention. Based on the consideration above the researcher is
interested in conducting a research by using Web-Based TED-Ed as learning media to
improve students’ skills in a blended learning method.

1.2 Research Questions

To investigate those issues that have been elaborated formerly, the research questions
of this study are formulated as follows:
 How is the implementation of using TED-Ed in blended learning to
foster students' speaking skills for eleventh-grade students?
 To what extent does TED-Ed foster students’ speaking skills for eleventh-grade
students in a blended learning approach?

1.3 Objectives of the Study

In line with the formulated research questions mentioned above, this study aims to
investigate how TED-Ed can foster the students' ability in speaking by conducting a
blended learning approach for students of senior high school and how TED-Ed
implemented as media teaching in the classroom by using Blended Learning as an
approach.

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1.4 Significances of the Study
This study shares some significance considering few studies about TED-Ed especially
in speaking ability in Indonesian EFL Context, then this study provides both
theoretical and practical implications. Theoretically, this study attempts to provide
information about how TED-Ed in fostering speaking ability by using a blended
learning approach.
The result of this study also will enrich the use of Ted-Ed media to teach
speaking in eleventh-grade students. Further studies also can be developed by taking
some information as a reference. This result also will be giving a reference to the
development of the teaching-learning process. They can improve their teaching-
learning activities by choosing appropriate media to improve students speaking
ability.
Practically, by exploring the usage of TED-Ed as media in blended learning
approach of senior high school class, it provides useful information and suggestions
for students, teachers, researchers, educators, practitioners, and professionals to get
more understanding to improve their teaching-learning activities by choosing
appropriate media as a tool to improve students speaking ability.

1.5 Limitation of the Study

There are many problems related to this topic research and the time is limited as well.
So that the researcher will limit this study is focusing on the usage of Web-Based
TED-Ed in teaching speaking skills for the eleventh-grade students with a blended
learning approach. The researcher will investigate what factors affect web-based tools
such as TED-Ed in improving students’ abilities, especially in speaking skills.

1.6 Clarification of Related Terms

 Speaking
Speaking is aimed for communication which includes some important aspects
within it such as pronunciation, grammar, vocabulary, fluency, and

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 comprehension. Those aspects are an indicator of speaking skills which will
be improved by using certain learning media. It includes producing and
processing information to construct meaning. Speaking as a tool to deliver
information that comes from out-thought (Douglas Brown, 1994).

 Teaching Speaking
It means giving an understanding of speaking knowledge, creative activities
and using certain learning media by infusing technology in a classroom.
Implementing web-based media is one of the examples of innovation in
teaching speaking. Teachers should be a good facilitator for students so that
students can produce language (Harmer, 2007).

 TED-Ed Web-Based
TED-Ed is a web-based media to support teachers in teaching since TED-Ed
gives students authentic and insightful video with some parts inside to
increase students' knowledge but in a fun way. TED-Ed contains some parts to
help teachers in building an interesting environment in a classroom. Web-
Based TED-Ed was formed to facilitate more interactive learning experience
to students when watching a rich array of videos (TED-Ed, 2014).

 Blended Learning
Blended learning is an approach consisting of three combination parts. There
is face to face learning, online learning, and practice in a classroom. A
classroom with video, using online web-based and facilitated by the teacher is
an approach used in this study. The use of blended learning is necessary for
recent years since it provides technology inside of face to face learning with
teachers (Mehaffy, 2012).

1.7 Organization of Study

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The paper is divided into six chapters. Chapter Two introduces a literature review
related to the theory of speaking skills, Web-Based TED-Ed, and Blended Learning.
Therefore, it provides the theoretical framework and findings from previous related
research in this section. Chapter three presents the research methodology, research
sites, and participants, data collection techniques dealing with instruments used in
collecting the data and concluding remarks to summarize the whole information
guide. In short, this section refers to the detail information about the ways or
procedures on how to conduct this study in terms of obtaining the data until
formulating the result or findings the development and piloting of listening materials,
and the participants’ consent. Chapter Four shows the data processing methods and
results continued by the discussion and analysis of the data in Chapter Five. Finally,
Chapter Six summarizes the findings, presents reflections on the entire project and
discusses recommendations for future research.

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 I. LITERATURE REVIEW

This chapter elaborates on the definition of teaching speaking, TED-Ed as a

medium in teaching classroom and Blended Learning as an approach in this study
include the types and functions of those three variables.

I.1 Teaching Speaking

English is one of the familiar foreign language in Indonesia as English has been
recognized to learners since in primary school. It can be said it is early. Few learners
can speak it as a way of communication. It is caused, English should be spoken and
practiced rather than just learning it. Sari (2017) agrees that learners have obstacles in
speaking because of the difficulty in pronunciation, grammar, vocabulary, and mother
tongue used in learning speaking. The teachers must have certain ways of
encouraging learners in speaking.
Indonesia has two languages used as their mother tongue, it implies that teaching
additional language is not an easy way for teachers. Ur (1996) supports the statement
that indeed there are many problems in speaking English, for instance, inhibition, lack
of vocabulary, confusing to shift from the mother tongue into English. It caused
teaching English as a foreign language in a class that needs more effort and strategy.
There are some experts explain about speaking skills there are Cameron (2001)
states that speaking is the most demanding skill for communication rather than
listening since it is a tool to express meaning for communication. It is because
speaking aim not only for understanding what the speaker talks about but also for
produce meaning then it should support by other aspects carefully and plentifully.
Murcia (2001) adds that majorly people tend to equalize speaking with knowledge of
the language itself since those two mutualize each other to form a speech. She also
agreed that speaking is the most demanding skill between those four skills in a second
or foreign language.
Brown (2004) defines speaking as productive skill proving by people in a way to
explicate ideas and other people will understand the intention. It is a demanding skill

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that should be developed to communicate and socialize with others. As the
explanation above, it concluded that in teaching speaking, teachers need to include
some activities for students to practice speaking willingly. Somehow, some research
has found that in teaching English used monotonous techniques and few activities
which cannot encourage learners in speaking (Sari, 2017 & Noor, 2017)
In short, teachers should give more effort and creativity to allow students to
speak in the classroom. Teachers are also allowed or even suggested to use tools and
media to support those activities. In supporting teachers to teach in the classroom,
some components of speaking skills should be understood as follow.

2.1.1 Component of Speaking Skills

Knowing and comprehending the components of speaking is a necessary aspect to
have a great speaking ability. According to Brown (2001) stated that there are
some components should be recognized in learning speaking:
 Pronunciation
Broughton (2003) stated that pronunciation consists of stress, rhythm, and
intonation. Those three aspects are the most emphasized value in
pronunciation. While, Thornburg (2005) stated that pronunciation for the
students is regarding students' ability inappropriate utterances such as
individual sounds, the appropriate linking words, and the aim of stress and
intonation to deliver particular meaning.
 Grammar
Harmer (2018) said that grammar as a way of functioning to change the form
of a sentence or combine it into the sentence to have a specific meaning. It
helps the learner in constructing words into a correct sentence. Additionally,
grammar also aims to express formal and informal situations so that the
speaker uses a certain and appropriate expression.
 Vocabulary
Vocabulary is one of the crucial aspects of speaking since vocabulary as a tool
in speaking. Vocabulary help learners convey the intended meaning into fix

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 arrangement and learners also can make sentence and statement effectively.
Knowing a lot of words in foreign English is very important (Edge, 1993).
 Fluency
Fluency seems to show the speaker how capable or incapable of someone in
using the language. Fluency is the extent to which speakers use the language
quickly and confidently, with few hesitations, or natural pauses, false start,
word search, etc (Nunan, 2013).
 Comprehension
In learning English, comprehension is an ability to perceive and process
stretches of discourse, to formulate representations the meaning sentences
(Brown, 2004)

A speaker should deliver the meaning obviously and systematically to give

comprehension meaning to the listener. To have good comprehension for a
learner, a speaker should concern the need for correct pronunciation, use
appropriate stress and intonation patterns to avoid misunderstanding.
Furthermore, in evaluating speaking content, there are some indicators used as
stated in the table below.

Table 2.1.1 Scoring Rubric of Speaking Skill (Brown, 2004)

Component Score Notes

5. Has a new trace of foreign accent.

4. Easy to understand and no conspicuous.
3. There is a problem in pronunciation that
makes listeners concentrate more and
Pronunciation 54321 sometimes find misunderstanding.
2. It is difficult to understand because of
pronunciation problem and often asked to
repeat.
1. A serious problem in pronunciation and
cannot be understand.
Grammar 54321 5. Vocabulary and expression accurately like
that of educated people.

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 4. Students sometimes make mistakes in
structure but it is not influence meaning.
3. Students often make mistakes in grammar
and notes, and it influence meaning.
2. Students often make mistakes, influence
meaning and often rearrange the sentences.
1. Students always make mistake in meaning
and sentences cannot be understood.
5. Speak fluently, smooth like educated people.
4. Speech rates seem to be slightly affected by
language problems of language.
3. Speech is occasionally, disturbed by the
Fluency 54321 problem of language.
2. Usually hesitant, often forced into silence
caused by limited of language.
1. It is not sure to speak and stop to speak
because of limited language use.
5. It can be understood easily without
difficulty because of the speech is well
organized.
4. Most parts of the speech are relevant to the
context and the ideas are tied together.
Comprehension 54321 3. Rather difficult to understand because it is
not well organized.
2. The speech is irrelevant to the task and does
not use suitable organizational aids.
1. The speech is irrelevant to the task, totally
inadequate response.
5. Student use only basic vocabulary and
expressions
4. Student use limited vocabulary and
expressions
3. Student use varieties of vocabulary and
expressions but making some errors in words
Vocabulary 54321
choice
2. Student use variety of vocabulary and
expressions but lack of mistakes.
1. Student use advance and variety of
vocabulary and expression.

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2.1.2 Purpose of Speaking
The most aim of speaking is for communication but experts found a lot of theories
about the purpose of speaking. One of them is combinable and more receivable is
defined by Kignen (2007), as follows.
Personal; to express personal feelings, opinions, beliefs, and ideas,
descriptive; to describe someone or something, abstract or concrete, narrative; to
create and tell chronologically sequenced events or story, instructive; provide
some procedures to follow for produce an outcome, questioning; to ask question
to get certain information, comparative; to compare between two or more object
and decide about them by judgments way, imaginative; to create pictures of
people, things, places, and events by own way predictive; to guess possible events
which going to happened, interpretative; giving explanation about meaning,
creating deductive hypotheses and taking conclusion, persuasive; persuading
others by giving some opinion, argument, fact and ended by conclusion,
explanatory; elaborating an idea, informing, clarifying, and stating opinion,
informative; to inform others by giving know about news, events, and
information.

2.1.3 Types of Classroom Speaking Skill

In gaining speaking skills, there are some considerations should be accomplished
in the classroom. According to Brown (2004), there are six types of speaking
skill that should be adhered in the class, as follow.
(1) Imitative; learners try to be able to pronounce and have intonation as
nativelike, (2) Intensive; learners should practice phonological and grammatical
in the classroom, (3) Responsive; it is designed for learners to be able to respond
and answer the speaker. In this activity, learners should turn into contextual and
authentic communication. (4) Transactional (Dialogue) or interpersonal dialogue,
it creates for learners to have communication in a social relationship rather than
just informing and exchanging information. (5) Extensive (monologue); this

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activity intended to create monologues in report form, resume, and speech. (6)
Other interactive techniques; these comprise such as role-playing, interviewing,
problem-solving, jigsaw and group work and some games.

2.1.4 Problem Faced by the Students in Learning Speaking

Speaking a foreign language is not easy since students’ environment is still used
mother tongue. Practically, speaking has a problem. There are some of the
problems that learners faced during speaking class states (Ur, 1996). The
problems can be elaborated as follow.
(a)Inhibition; majorly problem found by research are the students’ reluctant
in speaking caused by afraid of being wrong, fearful being criticized, shy on
speech recognition, (b)Nothing to say; there a set of mindset stating that they will
not ever be a native speaker then it resulted from lack of motivation in speaking.
It also influences students' creativity so that they lost some ideas to express. In the
end, it ended in silence and keep doing nothing, (c) Un-event participant; some
students are in upper ability and some are not. Usually, the high achievers tend to
dominate the class even in opportunity in speaking. It causes other students
reluctant to participate. Then, they just speak in scratch since they have felt
intimidated. It gives teachers a dilemma in giving opportunities fairly. (d) Mother
tongue used; once learners feel difficulty in one vocabulary they tend to switch to
their mother tongue and at the rest of their speaking, they used mother tongue.
They prefer to choose what makes them comfortable. Those activities will slower
learners to achieve the target language.
In summary, as the explanation above, there are some problems as
obstacles for students in speaking. The problem inhibition, the low participation,
the use of mother tongue. Then, it demands teachers to find the suitable and
creative technique in teaching to encourage students in speaking and give
motivation to students so that they will feel more confident to share ideas in front
of a class or communicate with their peers.

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2.1.5 Fostering Speaking Skills
Brown (2001) explains about speaking techniques. Its design has seven principles
they are; 1) the usage of techniques in teaching should cover all learners' needs,
start from their accuracy in language into their fluency, meaning and interaction
language-based. 2) Encourage their intrinsic motivation. 3) Motivate them to use
language as their communication tool. 4) Teachers should give them feedback
appropriately so they know their weaknesses. 5) Speaking and listening should
not see as separate knowledge. 6) Always give students a chance to speak up. 7)
Emphasize to the students that they have their way to improve their speaking so
that they should diligently find their own favorite way. (Adams et al., 1993) found
the stages of teaching speaking in three ways. Firstly, teachers should show the
objective of the study. In this stage, teachers also should give an illustration of
their activity in the classroom. Since the students have known the aim of the study
they will be easy to follow and to understand the value of class activities. It is a
complete package when students know their purpose to study this certain
material, it gave them a reason why they should do and understand this lesson.
They feel that understanding this lesson as a need, not just as completing the score
as the school requirement. Additionally, teachers can explain and show this
objectivity by using many media for instance; visual, audiovisual or just in a
lecture way. Secondly, the teacher’s presentation. In this stage, the contextual
language is necessary. In explaining the lesson by using a presentation, teachers
should take an example around the students’ world to make it contextual.
Maintain the language level is also needed. Moreover, teachers again can use
many appropriate media to enhance students’ speaking skills contextually. The
last stage is practice and production. Many practices can be applied in this part as
long as it is creative and can encourage the students. Practices also should be
related to the lesson so that they know the application of the lesson in the life
world. However, another necessary thing is feedback. The teacher gives students
feedback directly. The role of feedback is to improve students since they realize

16
 their part of weakness and how to overcome it. Feedback gives them to know the
weapon in self-improving.
2.2 Web-Based TED-Ed
Learners usually prefer the most comfortable way in speaking then they tend to use
their mother tongue than English. It is caused English is a foreign language, for sure
it is harder than the mother tongue. Teachers need to raise students’ motivation to
speak by not forcing them. The key factor in English learning development is the
opportunity given to students to speak the target language. Teachers must improve
the students’ willingness and give them a reason to speak.
Richard and Renandya (2002) argue that in encouraging students to speak, a
teacher should facilitate them with real and authentic audiovisual as stimulation so
that they have real exposure to use language either for expressing ideas and
communication. By using audiovisual materials, students know how to pronoun
properly, rich in vocabulary, correct in grammar, and know-how is the way of native
in speaking. Somehow, it serves learners to feel the real experiences in using
language since it provides a contextual situation. So, Audio-visual is one of the best
media to help a teacher in stimulating students in learning a new language or a
foreign language.
Çakir (2006) also adds that audiovisual gives valuable contributions to
teaching speaking as long it relevant to the lesson and if it used in the right time and
place. When infusing video in the classroom, the teacher should integrate all aspects
such as activity in class, appropriate instruction, and interesting material. Therefore,
effective activities should be contextual, meaningful, communicative, and stimulating
learners using English in terms of responding or communicating purpose. Then, about
the material video, it should integrate with the lesson, authentic and naturalistic, thus
students catch the ideas comprehensively. By using appropriate media, it persuades
learners to comprehend and practice feature of the language. They allow learners to
rehearse, in class, communicative skills they have within the world. They must also
motivate psycholinguistic processes of learning.

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 Audio-visual media helps students develop their speaking ability. It contains
authentic sources for college kids to find out English. Audiovisual media will
motivate them to talk in English. Effective interactive activities using audio-visual
media should be manipulative, meaningful, communicative, and involving learners in
using English for a range of communication purposes.
Harmer (2007) proposes two video-based activities which might be employed
in video-based lessons. one of them is video watching activities and other varieties of
activities are designed for specific video situations. They explore the range of options
to be used with both "off-air" and learning videos. The teacher is accountable for
making a video-based lesson a rewarding learning experience. How the teacher's
approach the employment of video within the classroom will determine how valuable
it's looked as if it would be by the scholars, and the way significant it'll be to them,
within the learning process.

2.2.1 The Advantages and Disadvantages of Using TED-Ed

TED stands for Technology, Entertainment, Design. TED may be a non-profit
organization that gathers inspirational figures from various fields to perform
presentations at a conference. Their motto is "Idea worth spreading", the name
represents that the presentation appearing on TED is incredibly interesting
because it is delivered by a competent figure in their field. Although incorporated
in three areas namely Technology, Entertainment, and Design, but TED will also
share brilliant ideas from different fields like Politics, Education and Health
Science.
According to the TED-Ed Website: "TED-Ed commits to sharing lessons of
spreading great ideas. As the growing library of lessons, it allows finding
carefully curated educational videos" (TED-Ed, 2014). In teaching and learning,
the researcher uses Web-Based TED-Ed because it yields a great impact in the
teaching speaking process as teaching media. The procedures are as follows.
• Preparing materials, activities, and instruction supported the syllabus.
• Presenting the aim of the study

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• Explaining Web-Based TED-Ed as learner tool to the students
• Log in Ted-Ed to look at some videos lesson on the Ted-Ed website, Ted-Ed
requires a user to make a registration and login to the web site before
customizing a video in free accessed.
• Preparing the tools in the teaching-learning process especially choosing the
proper tools as an additional strategy to complete the implementation video of
Web-Based TED-Ed
• Choosing the theme which is offered in Web-Based TED-Ed
• Asking students to settle on their partners to have an interesting activity
• Asking students to jot down the keywords from the story are seen in Web-
Based TED-Ed.
• Delivering some video to the scholars after choosing the theme.
• After seeing and analyzing the story within the video, the teacher gives the
synopsis of the story that is available in the Ted-Ed Lesson, to students to
understand the content of the story.
• Guiding the scholars to urge some concept.
• Asking the scholars to debate with their partners to search out keywords and
develop the keywords because of the synopsis.
• Presenting the results of the story before the category.
• Asking the students for creating sure of understanding.
• At the tip of the session, asking the scholars to memorize all of the recent
vocabulary from the text.

In late September 2013, there are 686 video lessons were posted on the
TED-Ed that spanned 12 academic disciplines and 60 academic sub-disciplines.
No fee or login requires to look at any video lesson on the Ted-Ed website. Any
video lesson on the web site will be customized free, but TED-Ed does require a
user to make account registration and to log in to the web site before customizing a
video. A customized video lesson is made by adding to or deleting from the
subsequent.

19
• The text of the lesson title
• Prewritten text in various sections
• Various sections themselves, like Think, Dig Deeper, Discuss and at last.
• Prewritten questions.

Also, users may add their questions to the "Think" aspect of the lesson and
exclude old discussions and include new discussions within the "Discuss” section
of the lesson. At the end of the creation of the customization, the user clicks a
button titled "Finish Flip". Furthermore, the TED-Ed allows the user to have
interaction with the video collection for casual learning and blended learning with
free viewing and customization.
Texts under 15-minutes long support learners using visuals, gestures and
language cues to completely comprehend the content and input (Roe, 2013). The
vast amount of accessible media resources and portable devices have already
challenged the standard of English Listening-Speaking course. EFL teaching has
to focus not only on improving students' language skills but more on putting
students in an exceedingly self-motivated speaking situation. However, most of
the classroom activities are limited to fictional activities; students speak English
for the sake of practice rather than the requirement of communicating. The
scenarios teachers create are likely to be detached from the important situations;
students tend to lose interest in a number of the topics cater to practical problems
really (Li et al., 2015)
As a common reality, in teaching speaking, language drills do not help
students to exchange information and express themselves, especially on formal
occasions (Wang, 2009). Especially for passive learners, teachers are accountable
for guiding students to reinforce their abilities in logic thinking and inference,
data collection, idea organization, being persuasive and the use nonverbal
languages to be more expressive (Yan, 2006). It can be inferred that language
drills are just for its own sake. Another additional opinion from Wang (2009)
believes that video as audiovisual media will help ESL class to be simpler and

20
lively. Briefly said that video is the most demanding and valuable learning tool in
this technology era.

2.2.2 A pattern in Implementation TED-Ed

TED-Ed has its video that spread insightful content. It can be as the input in
learning English speaking to achieve nativelike in speaking. Hence, it will be a
task for teachers to give an approach before instructing some activities to the
students in each step. The procedure in applying TED speech into classroom
teaching will discuss briefly as follows.
 Topic Selection: The theme in TED speech are variate widely, including
education, politic, technology, entertainment, and others. It benefits the
teacher to choose the most interesting topic for students. Students will
automatically interest to participate in their interest so that the teacher is
helped in terms of stimulating students to speak. Whereas, teachers do not
need to torture more effort in serving a topic that students might find it not
attractive.

 Valuable language input resources: TED videos will not be homogeny since
many speakers are from around the world. Majorly, they are native speakers
and experts in their field. Besides, the non-native speakers also will give an
acknowledge to the students that every country has its English dialect. As a
result, students will feel more self-confident in speaking because they know
everybody has their process to be like an English native speaker. It also
inferred that there is no kind of standard English since every country has its
standard. Additionally, these videos can be as insightful for language input
especially in learning speaking. TED-Ed provides great and current
knowledge, touching stories and telling about the diversity of language.

21
 Another benefit for students, from new vocabulary they will get new
inspiration from the speaker, how to express and pronoun particular words,
and giving appropriate grammar used. Correct and proper language input is
the necessary foundation for language output as well as for continuous
improvement.

 Assimilation in language learning. While giving the video, a teacher gives

subtitles so that students will able to note new vocabulary. Video can be
repeated for having more comprehension but this part without any subtitle. It
attempts students to more concentrate on the position of their new vocabulary
notes, the phrase and catches the meaning. Due to this reason, students will
busy constructing and grab meaning by themselves and it increases their
motivation in learning instead of being pushed by teachers. An enriching
vocabulary usually comes from hearing and note-taking.
As the elaboration of TED-Ed above, this study wishes this learning tool
(a) will increase students speaking skill, engage more in speaking activity,
increasing students’ language output and increase their motivation; (b) Taking
values such as ideas and knowledge from TED videos by taking the message
form every content. For this reason, students own their effort to find new
vocabulary intentionally. However, the most important is this study will prove
statistically how Web-Based TED-Ed foster students in speaking skills.

2.3 Blended Learning

Blended learning is being popular in the education context recently. AbouRezk
(2014) asserts that blended learning combines face to face teaching methods with
computer-based activities to make an integrated teaching approach. Barbour (2018)
argues that blended learning recognized as a strategy in assisting teachers to achieve
the target of learning to get a deeper understanding and encourage students to work
within it. Moreover, Delgado-Márquez et al. (2013) mention that actually, the term

22
blended learning refers to the equipping technology and face to face teaching
interaction.
Blended learning can be defined as the concept of the use of various technology
media that combined with traditional, face to face classroom (Picciano, 2006).
Geraldine (2011) also defines the term blended learning as focusing on students as the
centered by using multi strategies and activities but still doing it in the classroom
directly with teachers and infusing technology as media in teaching. Additionally,
Krasnova (2015) supported that blended learning as a teaching method using a
collaboration of face to face teaching strategy and online interaction. Furthermore,
Vernadakis et al., (2012) stress the blended learning approach is teaching and
learning process happened because of the collaboration of face to face classroom and
online. Another opinion comes from Aleksić and Ivanović (2013) emphasized that
blended learning is identified as the whole component between the web and teacher-
student interaction.
Some theories state the benefit of blended learning. It starts from the theory of
Akkoyunlu & Soylu (2008) states that as the combination of technology and
traditional teaching method results from demanding value of the 21 st century and
spread a positive atmosphere. There will be efficient and effective teaching
circumstance since blended learning mix the necessary part between existing of
teacher and technology inside the classroom (Sen, 2011). Briefly, drawing from those
theories above then blended learning called hybrid learning. Hence, blended learning
served valuable contributions to the education field for the invention of a mixed-
method in classroom teaching as the needs of years recently.

23
 Figure 2.3 The concept of Blended Learning (Picciano, 2006)

Minimal Technology Media

Conventional
Fully Online
Classroom

Technology / Media Infused

There are some advantages of a blended learning approach. As exposed by

Aleksić & Ivanović (2013) , those advantages are getting updated information,
engage in interaction and increasing pedagogic skills. Furthermore, Zhang and Han
(2012) mention that by using blended learning students will get a trigger that learning
is a continuing process in which the materials can be found anywhere and having
various learning types so that it is not monotonous. Besides, Zhao (2008) emphasize
that blended learning uses appropriate media in embodied information. In contrast, a
term of blended learning recognizes with the term F2F which stands for face to face
learning and e-learning (Ozden, 2012). Graham (2006) construct that there are four
levels of Blended Learning namely:
 Activity-Level Blending; this level means learning activities consist of face to
face and computer-mediated.
 Course-Level Blending; this level comprises the various activity of face to
face activities and there are certain part use e-learning.
 Program-Level Blending; this level occurred only in higher education level
(Graham, 2006)

24
  Institutional-Level Blending; the main point of blended learning is face to face
learning and technology-mediated but sometime in the implementation,
teachers still feel confused. Then there are three models of blended learning
propose by (Güzer & Caner, 2014), for instance; students and online learning
activities are blended in classroom teaching; students can be blended with
other students even though not in one classroom as long it is online
environment, and the last students and teacher can be blended with online
environment in a classroom.

2.3 The Implementation of Blended Learning

According to Soekartawi (2005) there are six steps of blended learning. The steps
are explained as follows.
• Determining teaching materials step.
• The step of coming up with the implementation of Blended Learning which is
employed.
• Determining the format of online learning whether the materials are available
in Html format thus the materials will be cut and paste easily or in PDF
format.
• The implementation of Blended Learning while assigning instructor (teacher).
• The testing of coming up with an implementation that is created.
• The criteria preparation for evaluating in doing Blended Learning
From those clear explanations, it is concluded that blended learning is offline
and online-based teaching and learning model which provides various learning.
Blended learning is not only the blending of face to face classroom and utilizing the
technological tool as media; like the internet, computer, online application, etc as
online components but can also be combined with a traditional method where the
educational model still apply face to face classroom besides online activities.
Blended learning is the most suitable approach in the classroom recently, but not
many teachers have accustomed to it. there are some challenges in implementing
Blended Learning as a classroom approach. On the other hand, according to Khan et

25
al.(2012) emphasize that those challenges will overcome the school has supported
technology and infrastructure. Furthermore, the most challenging in implement
blended learning is to adopt the method in teaching and learning system, this
statement is supported by (de Jong et al., 2014). De Jong mention there is six
challenge adopting Blended learning into learning systems. Two of them are cultural
habituation and technology adaptation. Teachers should know how to operate the
technology in teaching appropriately by choosing the right techniques in explaining
the lesson. In contrast, students also will feel different at first but they need some time
in adaptation. Material and activities in the classroom should accommodate all the
students and reach the goal of objectivity. So that technology can be jeopardized the
classroom activity instead of ease the teachers and students. Briefly, teachers need
time to accustom to this and hopefully, the teacher will be diligent to learn more.
Fortunately, Lim and Morris (2009) share four categories of good instructional
design. They are instructor qualities, quality of learning activities, learning support
facilities, and study workload.
The reason why blended learning challenges are elaborated by Ocak (2011) such
as the lack of preparation of the teachers, the complexity of instruction, insufficient
communication, lack of support by institutional and lack of understanding of
technology. Another supported opinion comes from Butcher (2016) that mention
about the time-consuming, inconsistency of roles both teachers and media usage,
confusing about technical infrastructure, and unsupported learners who sometimes
caused a distraction. Despite those opinions above, Blended-learning still will be as
the appropriate and proper teaching pedagogy in this recent era or event for the
future.
Infusing technology is an innovative way and challenging way all at once by
integrating technology and education especially in speaking; English as
communication, knowledge and a proper tool to see the world. In addition, the study
form Demirer and Sahin (2013) found that blended students are more successful in
transferring their knowledge rather than sharing in a group. It infers that if Blended
learning implements an inappropriate way, it will give a great impact on the students

26
especially in transferring their knowledge, in this case transferring their lesson of
English in their daily life communication.
Besides, as the common cases, students have enjoyed their gadget n getting
information. Then, blended learning will not fail to encourage students to enjoy
accepting information in a class by using the same tool as their own. In another word,
their motivation in learning will increase. Since they have been motivated, they will
feel more self-confident, this will give a great impact to their speaking.

2.4 Previous Related Studies

The article by Russell (2016) has the same media and approach that will be conducted
in my study. The result of the article showed that by using TED in the classroom,
students feel their class is not just about theory but seems to have a workshop as a
result of the video TED-Ed gave. Students also acquire real-life knowledge so that
students understand more and memorized well about the knowledge delivered. This
finding inspires my study to be conducted since the media and approaches used are
the same. This article's problem started while the lecturer realized that students were
bored with the lecture way and need new improvement in teaching. Then researchers
took TED Video as learning tools based on the needs of the 21st century which is a
technology used. That problems also found in my study. Students are boring with the
lecture way in teaching, and need new improvements that meet their needs by using
technology in learning. This article focus on TED as support teaching in a blended
learning approach. Therefore, in my research I will try on one specific skill of
English, namely speaking since TED-Ed seems to has values needed in speaking such
as pronunciation, vocab, fluency, and intonation.
This research was made by the researcher as her experience. When she
entered the public speaking class, she learned a lot from TED videos, ranging from
pronunciation, eye contact, movement and gesture, and intonation. So she tried to
examine whether TED was that good to improve public speaking skills for high
school students. This article took as a related previous study because it used the same
learning tool, research design and data analyzes as my proposal will be conducted.

27
Moreover, finding the study results that students improve their public speaking skills.
It found by the calculation of pre-test and post-test by using SPSS in quantitative
data. In addition, an article by Farid (2019) also distributed questionnaires to students
to find out their perception and support the pre/post-test finding. In short, this article
used a mixed-method, both qualitative and quantitative. The same method and the
same design in calculating data will be the same way of analyzing data in my study.
So, this article can be as my reference in part of the research method.

Another related study is from Amalia (2018) that used web design as
learning with blended learning as an approach to improve speaking skills. This article
is the most related article in my study. The difference is only in the media used, while
my study will use TED-Ed but this article use Webquest as a learning tool. Both this
article and my study use blended learning and action research as a research design.
Problems found in this journal are also problems that I found in the school where I
will conduct the research. Regarding those problems, it can be taken that the general
problem of speaking has not been solved on this day. Therefore, both in this journal
and my study will use technology as a learning media to suit the needs of students in
the 21st-century era. From the results, it was found that students improve in speaking
by showing the SPSS data analysis. The same data processing method, the same
approach, and almost the same procedure will also be used in my study later. In short,
this article is an appropriate reference for my study.

28
 III. METHODS

Chapter three depicts the methodology which will be used in conducting the
research. There are four parts to this chapter. They are research design, research site,
data collection technique, and data analysis research design that defines the method
used in this study. The research site describes the setting and the participants of the
research, and the data collection technique shows the instruments used in this
research while data analysis tells about the ways how to analyze the collected data.

3.1 Research Design

Since the purpose of this study is to improve learning especially in speaking skill,
then action research will be used as the research design of this study as (Parsons &
Brown, 2001) argued that classroom action research involves systematic observations
and data collection which might be used as reflection, deciding, development and
improving classroom method.
The theory of Kemmis, S and McTaggart (2014) explained that procedures of
action research are planning, acting, observing and reflecting more carefully, more
systematically, and more rigorously than one usually does in every day of teaching
classroom. Those procedures are going to be applied in giving treatment to the
scholars in the classroom. Thus, action research leads teachers or practitioners to
more understanding of their practices. it's supported by an opinion from Zuber-
Skerritt (2001) that elaborate the aim of action research is to motivate practical
improvement, innovation, development of social practice and skill of practitioners
better than before. In short, because the father of Action research Lewin (1940) said
action research lead social changes effort specifically situation.

29
3.2 Research Site
This study will be conducted in one of senior high school in Bandung. The population
is 10 classes of the eleventh grade of students. This study chooses one class as a
sample since every class has the same characteristics. The teachers of eleventh grade
said that every year both low or high achiever students divided evenly in every class.
Simple random sampling will be chosen as the way to take the sample since all
members of the population have an equal and independent chance (Ary et al., 2019).

3.3 Data Collection Technique

The way of the researcher to get the data needed in research activity is usually known
as a technique of collecting data. Cresswell (2012) explained that collecting data is
the required data and information taken from observation, questionnaire, and
interview. Collecting data is important for research. It is because collecting data used
to support successful research. In this study, in the first meeting, students will be
given a pre-test and in the last cycle will be given a post-test.
In the classroom, the researcher takes photograph to provide more accurate data.
In this research, the researcher uses triangulation data including such as observation,
questionnaire, interview, and pre/post-test. Since data of pre/post-test will be
calculated by using SPSS, then this study uses a mixed method. Qualitative data will
be taken from the result of the questionnaire and interview and quantitative data will
be derived from the result of the pre/post-test.

3.3.1 Pre/Post-Test
The researcher used pre-test and post-test within the action. The pre-test and post-
test were done before using TED-Ed as media to understand the students'
speaking skills. During this part, the pre-test means students will be given a video
and asking them to review it. The result will be calculated based on the speaking
rubric by Brown (2004) Moreover, scoring speaking includes five aspects
namely; pronunciation, intonation, fluency, grammar, and vocabulary.

30
Components of the post-test are the same as pre-test but it'll be held within the tip
of the cycle or after students are given treatment.

3.3.2 Observation
The researcher is in a position to search out the answers by focusing on and
observing participants in an occasion or activity. Observation is taking regular
conscious notice classroom action and occurrences, which are particularly
relevant to the problems or topics investigating Burns (1999) during this research,
the researcher is as a non-participant to induce the information. The researcher
joins the category and observes the teaching process.
The observation conducts to induce information about the students' activity in
the classroom by using the observation checklist. This observation checklist was
purposed to understand how far the case and enthusiasm of the students' and
teachers' activity during the teaching and learning process. this activity aimed to
judge the teaching and learning process collected the information and monitored
the category.
To get valid data, the researcher uses recording while the teaching-learning
process. The recording has been pass recorder equipment, which is a video
recorder or voice recorder. The researcher prepares the recorder before the
category is started. The researcher places the recorder near the teacher to induce a
clear voice. The researcher prepares the checklist noted before visiting observe.
Finally, to make sure of the obtained data, the researcher compares both the
checklist observation and also the recording. The recording is going to be the
extra proof to complete the observation checklist.

3.3.4 Questionnaire
This study will use a questionnaire as one of the instruments. In spreading the
questionnaire, which the shape is Likert Scale with the choice strongly disagree,
agree, neutral, disagree, strongly disagree. A questionnaire is a form employed in
survey design that participants should complete and return to the researcher

31
 (Cresswell, 2012). The kind of researcher's questionnaire is open-ended questions.
A questionnaire will contain a list of how students feeling, perspective, attitude
and opinion about the implementation of Web-Based TED-Ed as a learning tool
in the classroom. The students will choose the answers to questions and supply
basic personal information. In the process of answering them, the researcher uses
an extent of agreement scale, it's from “strongly disagree” to “strongly agree”
(Cresswell, 2012). The questionnaire which is adopted from Nugraheni (2017)
consists of fifteen questions.

3.4 Procedures of the Research

There are four steps in one cycle for doing action research. Those are planning,
acting, observing and reflecting. during this research, the researcher will research two
cycles; cycle I and cycle II. The researcher collaborated with a teacher. The activities
of every cycle as follows:
• Cycle I
The researcher uses Web-Based TED-Ed as media in a blended learning approach
which can improve the students' speaking skills. the subject is asking and giving
an opinion. The procedures as below:
• Planning
A drawing board, the researcher plans what actions are worn out using and
applying Web Based TED-Ed in blended learning to show speaking skills.
The activities were presented as below:
• Selecting the materials with the teacher supported the syllabus.
• Choosing the materials, construct the lesson plan and arrange the
procedure or steps
• Preparing teaching aids by particular theme Web-Based TED-Ed
(example: video about asking and giving an opinion, picture, a sheet of
paper and therefore the website link of Web-Based TED-Ed).

32
 • Preparing students' employment of Web-Based TED-Ed observation
checklist of the cycle I (to know matters of the teaching and learning
process when the media is applied).
• Preparing the pre-test and post-test in cycle I.
• Preparing the list of students' names and scoring of cycle I. Those
preparations are designed to get the target of the teaching and learning
process. Students are purported to improve their speaking skills
through the materials got.
• Acting
• After the preparation has been done, the teacher does the teaching-
learning
process. In this section, the training process is led by the teacher.
within the acting phase because of the implementation of the
preparation, the researcher presented as written below:
• Giving pre-test and post-test for college students.
• Giving some approaches to the subject.
• Giving video (asking students to notice new vocabulary and a few
important lists)
• Asking the subject of a video
• Asking some students to review the video
• Giving the Web-Based TED-Ed link. Ordering the students to access
Web-Based TED-Ed link which accommodates the materials about
asking and giving opinion expression.
• Giving occasion for the scholars to ask any difficulties accessing Web-
Based TED-Ed or the sites within the learning process.
• Giving students a chance to answer questions provided by TED-Ed
Web
Based
• Asking the scholars to create a dialogue using asking and giving
opinion expression supported the Web-Based TED-Ed tasks in a very

33
 workgroup discussion. At this phase, the teacher and therefore the
students are work together. Students obtained the materials deeply.
Meanwhile, the teacher helps, guides and monitors the students.
• Giving a chance for the students to present their work in front of the
category.
• Giving post-test.
• Observing
The researcher observes students and teacher activities by using an
observation checklist.
• Reflecting
• In this level, the researcher attempts to have any reflection, evaluation,
and description of the impact of the action. Reflection is a way to evaluate
and analyze the current method, problems, and real issues within the
action. Reflection is an evaluation phase, it accustomed to evaluate
whether or not the media may be the matter solving and improve students'
speaking skills.
• The researcher evaluated the activities that are done.
• The classroom teacher and therefore the researcher discuss to create a
mirrored image of what's going to they are doing to correct the issues.
• Analyzing the information from the observation checklist and students'
scores of the test within the cycle I.

• Cycle II
The second cycle is completed supported the reflections’ results of the cycle I. If
the results of the observation shows the caliber of students' skills, thus it's needed
another action which is aimed to improve students' quality within the cycle II. the
subject is different from the cycle I, the subject is asking and giving opinion about
the famous figure. The procedures are presented below:

34
• Planning
In the planning phase of cycle two, the researcher will do some activities that
may be arranged as follows:
• The researcher identifies the matter and makes the answer to the issues.
• Preparing the fabric, making the lesson plan and designing the steps in
doing the action.
• Preparing and reselecting teaching aids with the theme asking and giving
an opinion about the famous figure (example: video, picture, an
illustration of true, Web-Based TED-Ed link, and a sheet of paper).
• Preparing students' Web-Based TED-Ed observation checklist of cycle II
(to understand the truth of the teaching-learning process when the
technique is applied).
• Preparing pre-test and post-test of cycle II.
• Preparing the list of students' names and scoring of cycle II. The
preparation is intended to realize the aim of the teaching-learning
process. Students are presupposed to improve their speaking skills by
the materials which are given.
• Acting
In the cycle II acting phase is sort of the same as the acting in cycle I. during
this phase, the teaching and learning process is led by the teacher. The
activities of acting innovate the cycle II are:
• Giving pre-test for college kids.
• Giving materials and explain asking and giving opinion expression
and therefore the language feature.
• Giving the instance of asking and giving opinion with a brief dialogue
in a very different situation and identify the expressions in video form.
• In the center of the video, the teacher asking some students to understand
their understanding of video.

35
 • After the video end, students ask some questions. Describing is
answering sort of those questions taken from Web-Based TED-Ed.
• Giving occasion for the scholars to ask any difficulties while using
Web-Based TED-Ed within the learning process.
• Asking students to present their understanding of giving opinion
expression.
• Topic. At this phase, the researcher and therefore the students are
work together. the scholars obtain the materials deeply. Meanwhile,
the teacher helps, guides and monitors the scholars.
• Giving chance for college kids to present and discuss their knowledge
before the category with their group.
• Conclude the materials and giving feedback after the lesson.
• Giving post-test
• Observing
The researcher observes the scholars and therefore the teachers’ activity by
using the observation checklist.
• Reflecting
Reflecting may be research finding analysis. during this point, the researcher
reflects on, evaluates, and describes the results of the action. this can be
accustomed to record what happened within the observation stage. The
students' success and failure in doing activities in cycle I and II are assessed
by touching on the criterion of the passing grade (KKM). The passing grade
of English lessons during this school is 80. The teacher and therefore the
researcher expects that there is a minimum of 85% of the scholars who reach
the passing grade.

3.5 Data Analysis

This study analyzes data obtained qualitatively and quantitatively. the method of
analyzing data as follows.

36
3.5.1 Pre/Post-Test
The researcher will calculate the number of scholars who reached the passing
grade. Then the author calculated the deviation standard by using SPSS 16.00. it'll
say improving if the mean of the post-test is on top of a pre-test.

3.5.2 Observation
The researcher observed students and teacher activity by using the observation
checklist within the learning process. within the observation checklist contains
students' positive attitude toward TED-Ed in the classroom. If the result show
'yes' at the most then 'no' then it means students feel involve and encourage during
the classroom teaching with TED-Ed as a learning tool.

3.5.3 Questionnaire
The questionnaire is conducted to understand the students’ perceptions, feeling
and the way far TED-Ed give influence to their speaking skill. A questionnaire
may be a form employed in a survey design that participants in a very study
complete and return to the researcher (Cresswell, 2012). The students chose the
answers to questions and supply basic personal information. Regarding the
method used, the researcher uses an extent of agreement scale, it's from “strongly
disagree” to “strongly agree” (Cresswell, 2012). Finally, the result is analyzed
supported the upper result. In step of Dickinson (2013) theory, the upper of the
students' results of the questionnaire will show higher motivated to TED-Ed as a
learning tool in the classroom (Appendix 2)

3.5.4 Interview
There are some themes as a result of the summative Interview. The results of the
interview are transcript. The result is supported the students' attitudes whether the
negative and positive attitude. If majorly students have a positive attitude toward

37
 TED-Ed, it means TED-Ed contributed well in improving students' speaking
skills (Appendix 3).
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( Appendix 1)
 Form Students’ Observation Checklist

No. The Students’ Activity Yes No Description

Students pay attention
1. to the researcher’s
explanation
Students concentrate on
2. the researcher’s
explanation

3. Students ask question

Students respond to
4.
question

Students are confident

5.
to speak.

Students can answer

6.
simple question orally

Students can pronounce

7.
some words correctly
Students ask the
researcher or their
8.
friends if they find
difficulties
Students accomplish
9.
their tasks.

Being enthusiastic in
10.
using TED-Ed

43
( Appendix 2)

QUESTIONNAIRE SA: Strongly Agree N: Neutral SD: Strongly Disagree A: Agree

D: Disagree
(Adopted from G.V. A. Nugraheni (2017)
Student Number:_______________

No Statements SA A N D SD
Penggunaan TED Ed di kelas
adalah hal yang bagus.
1 (It is good that the teacher
provides TED Talks video in
class)
Penggunaan TED Ed sangat
mendukung proses belajar di
2 dalam kelas.
(The use of TED Ed supports the
learning process)
Saya sangat termotivasi saat
belajar menggunakan TED Ed.
3
(I feel motivated when TED Ed is
served in a classroom)
Dari TED Ed, saya belajar
bagaimana cara menyampaikan ide
4 saya.
(Through TED Ed, I can learn
about delivering ideas)
Saya menikmati saat belajar
5 menggunakan TED Ed
(I enjoy learning with TED Ed)
TED Ed sangat menarik
6
(TED Ed is interesting)
Melalui TED Ed, saya bisa
meningkatkan kemampuan
7 berbicara saya.
(Through TED Ed, I can improve
my speaking skill)
Saya bisa meningkatkan
perbendaharaan kata Bahasa
inggris saya setelah belajar dengan
8
TED Ed
(I can improve my vocabulary
after learning through TED Ed)
9 Saya bisa meningkatkan grammar

44
 saya setelah belajar dengan TED
Ed
(I can improve my grammar after
learning through TED Ed)
Saya bisa meningkatkan
kelancaran lafal saya setelah
10 belajar dengan TED Ed
(I can improve my fluency after
learning through TED Ed)
Saya bisa meningkatkan
pengucapan saya setelah belajar
11 dengan TED Ed
(I can improve my pronounciation
after learning through TED Ed)
Saya bisa meningkatkan
pemahaman saya setelah belajar
12 dengan TED Ed
(I can improve my comprehension
after learning through TED Ed)
Saya semakin tahu variasi aksen
setelah belajar memakai TED Ed
13 (I know about the varieties of
accents after learning by using
TED Ed)
Saya bisa berpikir lebih dalam (I
14
can think deeply)
Saya bisa coba memahami arti dan
nilai yang terselubung dari sebuah
cerita/video
15
( I can try to understand the
implicit meaning and value from a
story or video)

( Appendix 3)

45
Interview Guideline:
a. Interviewee : English teacher
b. Questions :
1) Bagaimana penilaian ibu terhadap kemampuan berbicara siswa?
2) Apakah media yang dipakai efektif?
3) Apa saja kekurangan yang menurut pengamatan ibu perlu dikembangkan?
4) Menurut ibu, kemajuan apa yang dicapai siswa?
5) Apa saran Ibu untuk selanjutnya?

a. Interviewee : students
b. Questions
1) Bagaimana pendapat adik mengenai kegiatan di kelas bahasa Inggris selama ini?
2) Apakah adik menyukai belajar bahasa Inggris terutama speaking dengan
menggunakan TED Ed? Mengapa?
3) Apakah dengan menggunakan TED Ed membantu kamu dalam belajar speaking?
Mengapa?
4) Apa kesulitan selama belajar speaking?
5) Bagaimana dengan materi yang diajarkan?
6) Kemajuan apa yang kamu rasakan selama pelaksanaan kegiatan belajar bahasa
Inggris terutama speaking dengan menonton video?
7) Kesan apa yang kamu dapat dari kegiatan ini?
8) Apa saja manfaat yang kamu dapat selama belajar memakai TED Ed?
9) Apa saja kesulitan selama belajar menggunakan TED Ed?
10) Bagian mana yang paling kamu suka saat belajar menggunakan TED Ed?
11) Apa saran dari kamu agar belajar manggunakan TED Ed lebih baik dalam
meningkatkan kemampuan speaking?

46