Improving Students' Speaking Skills on Question Tags Material Through Video Media in Class XI at Cendana High School, Pekanbaru

Abstract

The study explores the use of video media to improve students' speaking skills, with a specific focus on the use of Question Tags in various sentence structures conducted in Class XI at SMA Cendana Pekanbaru. The research aims to determine (1) whether the use of video media can enhance the speaking ability of Class XI students at SMA Cendana Rumbai Pekanbaru, and (2) how the use of video media can improve the speaking skills of these students. This Classroom Action Research (CAR) was conducted in March 2024 in one cycle, involving 24 students from Class XI at SMA Cendana Rumbai, Pekanbaru, Academic Year 2023/2024. Data collection techniques included observation, interviews, documentation, and tests. Qualitative data analysis involved reading the data, coding, grouping, and creating themes based on the grouped data by referring to the CAR cycle steps: planning, implementation, observation, and reflection. Quantitative data from the Speaking Test were analyzed using a Speaking Rubric (Pronunciation, Intonation, Grammar, Content) to find the average test scores of the students. The results of the CAR indicate that the use of video in the Question Tags material can improve students' speaking skills during question-and-answer activities, with each student achieving a score above the Minimum Completion Criteria (KKM), i.e., a score > 82.00. The factors contributing to the effectiveness of video use in the Question Tags material are: (1) the role of video media as a stimulus, motivating and engaging students through enjoyable video-based activities, (2) the assignments based on the YouTube video material, (3) the enhancement of conceptual understanding through a combination of explanation and assignments from the teacher related to the video content, and (4) interaction and collaboration in practicing the use of question tags in conversations. The impact of this CAR is that teachers are better prepared to adapt instruction to the students' conditions and other technical aspects, as effective learning requires adequate media and internet access to ensure successful implementation. Teachers also become more creative in selecting or creating educational videos that stimulate critical and creative thinking skills in students to address the problems provided in the learning material.