Electronic Theses and Dissertation

Abstrak: Kemampuan berbicara dalam Bahasa Inggris merupakan hal yang sangat krusial untuk dikuasai
di era sekarang, tidak hanya untuk tujuan akademik, namun juga untuk sektor lainnya. Sekarang, video
YouTube secara luas digunakan sebagai media untuk mendukung proses pembelajaran di kelas, termasuk
dalam mengajar kelas speaking. Scaffolding merupakan salah satu strategi yang digunakan oleh banyak
guru di kelas. Penelitian ini bertujuan untuk melihat dampak dari video YouTube sebagai model speaking
otentik (authentic speaking model) dengan strategi scaffolding guru terhadap peningkatan kemampuan
speaking siswa dan motivasi belajar. Penelitian ini merupakan penelitian eksperimental dimana melibatkan
siswa kelas XI, SMA N 1 Tapaktuan. Data dikumpulkan melalui pre-test dan post-test, dimana responden
dibagi kedalam dua kelompok, yaitu kelas control dan kelas eksperimen. Hanya kelas eksperimen yang
menerima perlakuan (treatment) yang dilakukan pada enam pertemuan dimana video YouTube
diintegrasikan ke dalam proses pembelajaran. Hasil dari kelas eksperimen menunjukkan bahwa mayoritas
siswa mengalami peningkatan pada kemampuan berbicara mereka. Kemampuan berbicara siswa dinilai
menggunakan IELTS Speaking Band Descriptor sebagai rubrik penilaian. Selanjutnya, kuisioner
didistribusikan di akhir tes untuk mengetahui bahwa kebanyakan siswa merasa termotivasi untuk belajar
Bahasa Inggris, khususnya untuk kemampuan speaking, ketika video YouTube dan strategi scaffolding
digunakan di dalam kelas.
Kata Kunci: Authentic Speaking Model, YouTube, Scaffolding, Kemampuan Speaking, Motivasi Belajar

Abstract: English is inevitably essential and speaking is a crucial part of being mastered in today's era, not only for academic purposes but also for other sectors. Nowadays, YouTube videos are massively used as media to support the learning process in a classroom, including teaching speaking. Scaffolding is one of the strategies used by many teachers in the classroom. This study aims to see the impact of YouTube videos as authentic speaking models with teachers' scaffolding strategy toward students’ speaking skill improvement and learning motivation. This research is categorised as an experimental study that involved students in XI grade at SMAN 1 Tapaktuan. The data were collected through pre-test and post-test, in which the respondents were divided into control and experimental group. Only the experimental group received treatments organised into six meetings in which YouTube videos were integrated into the learning process. The result of the experiment showed that the majority of students experienced an improvement in their speaking ability. Students’ speaking performance was scored using IELTS Speaking Band Descriptor as a marking rubric. The questionnaire distributed at the end of the test also revealed that most students were motivated to learn English, especially speaking skills, while YouTube clips were integrated into it. It can be concluded that using YouTube videos as the authentic speaking model YouTube and implementing teacher's scaffolding improve students’ speaking skills and motivation. Keywords: Authentic Speaking Model, YouTube, Scaffolding, Speaking Skill, Learning Motivation