1

STUDENTS’ SPEAKING SKILL IN ORAL DESCRIPTIVE TEXT BY

USING VIDEO AT TENTH GRADE IN SMA NEGERI 1 NAMLEA

Wiwin Wamnebo
Universitas Iqra Buru, Maluku
wiwinwamnebo@yahoo.co.id

Hanapi Hanapi
Universitas Iqra Buru, Maluku
wiwinwamnebo@yahoo.co.id

Riki Bugis
Universitas Iqra Buru, Maluku
rikibugisuniqbu@gmail.com

Nanik Handayani
Universitas Iqra Buru, Maluku
nanikhandayaniuniqbu@gmail.com

Abstract:
The objective of this research were (1)The use of video to improve students’
speaking skill at tenth grade in SMA Negeri 1 Namlea and (2) The students’
interest in learning speaking skill through video. This research employed quasi
experimental design. The sample consists of 32 students of the 1st class in SMA
Negeri 1 Namlea. The research data were collected using three kinds of
instrument: test, questionnaire, and observation for students’ interest. Data on
students speaking performance were analyzed descriptive text use video and the
data on students’ questionnaire were analyzed by using Liker scale. The result of
the research was (1) The improvement of students speaking skill in oral
descriptive text by using video (2) The students’ interest in learning speaking by
using video. It can be concluded that the use video in descriptive text improve the
students’ speaking skill in term of fluency and pronunciation and the students had
high interest on video in teaching speaking.

Keywords: Descriptive, Video, Improve, Speaking Skill.

INTRODUCTION

In English curriculum, students’ speaking ability is very hoped in teaching and

learning process especially in teaching English because English is compulsory
subject must be known for all of students to develop through four skills, listening,
speaking, reading and writing.
The aspects of communicative competence have some categories. Brown
(1994: 66) divides communicative competence into grammatical, discourse,
 2

sociolinguistics, pragmatics, and strategies. The components of communicative

competence itself can be acquired by the four skills namely listening, speaking,
reading, and writing. But in this case, the researcher emphasized those four skills
on speaking ability, but it is not enough to provide students with opportunities to
speak in English. The teacher needs to help students to speak, help them when
participating in class discussion or in conversation, because the students need time
to plan and organize their message while they are speaking.
The researchers conducted her preliminary study in SMA Negeri 1 Namlea at
tenth grade.In this study the researcher has collected a data through observation.
From the data, the researchers found some problems in speaking. Many students
found a lot of difficulties in mastering the four language skills. In this study, the
researcher focused on observing students’ problem in speaking ability, because
speaking seem to be the most difficultt. The students have lack vocabulary, it
happened because in the learning process the students were lazy and felt afraid to
make mistake, did not care and did not pay attention when the teacher explain the
lesson. Therefore, teacher should give students opportunity to practice their
speaking by giving media.
The media used in teaching English especially teaching speaking. Therefore,
teacher is suggested to prepare these components especially media for teaching.In
teaching speaking, media has a crucial rule to support the process. Wijaya (2012)
stated that a medium (media) is a channel of communication. It refers to anything
that carries information between a source and a receiver; carry message with an
instructional purpose. The purpose of media is to facilitate communication
(instruction). (Sudrajat, as cite in Schramm, 1977) stated that media is tool which
carry message and can be used as learning needed. Media is physical thing to
carry learning material such as video. Based statement above, present researcher is
curious about the effect of descriptive text by using video on speaking ability.

REVIEW OF LITERATURE
Definition of Speaking
Brown (2004) stated that speaking is a productive skill that can be directly and
empirically observed; those observations are invariably colored by the accuracy
and fluency. Speaking is the activity to express thought and feeling orally
(Djiwandono, as cite in Munir, 2005). Tarigan (1990) stated that speaking the
capability in pronouncing sound or word to express or convey though, idea,
feeling, opinion and wish.
Based on the meaning above, the researcher concludes that speaking is
capability to utter the articulation of sound to express or to deliver thought,
opinion and wish to the other person. According to Harmer (2007, p. 343)
speaking is a complex skill because at least it is concerned with components of
 3

grammar, vocabulary, pronunciation, fluency and comprehension. Speaking has

some important components, there are:
Grammar: Leech (1982, p. 4) states that grammar is a set of rules which
describe how we use a language. The aim of grammar is also to learn the correct
way to gain expertise in language in oral written form. Therefore, grammar is
needed for students to arrange a correct sentence in conversation Vocabulary.
Rezikin (2007, p. 5) states that aside grammar, the other component which is
important is vocabulary. Vocabulary means the appropriate diction which is used
in communication. Without having a sufficient vocabulary, one cannot
communicate effectively or express their ideas in both oral and written form.
Pronunciation is the way for students’ to produce clearer language when they
speak. It deals with the phonological process that refers to the components of a
grammar made up of the elements and principles that determine how sounds vary
and pattern in a language. There are two features of pronunciation; phonemes and
supra segmental features. A speaker who constantly mispronounces a range of
phonemes can be extremely difficult for a speaker from another language
community to understand (Gerard, 2000, p. 11). Fluency can be defined as the
ability to speak fluently and accurately. Fluency in speaking is the aim of many
language learners. Signs of fluency include a reasonably fast speed of speaking
and only a small number of pauses and “ums” or “ers”. These signs indicate that
the speaker does not have to spend a lot of time searching for the language items
needed to express the message (Brown, 1997, p. 4). Comprehension also is the
one components of speaking. Hornby (2000, p. 194) states that comprehension is
the mind act power of understanding exercise aimed in improving is testing ones.
There are four components of speaking that must to attention by the students if
they want to speak well.
According to Hornby (1995, p. 37) teaching means giving the instruction to (a
person) give a person (knowledge skill, etc). While, speaking mean to make use of
words in an ordinary voice. So, teaching speaking is giving instruction to a person
in order to communicate. Tarigan (1990, p.3-4) states that speaking is a language
skill that is developed in child life, which is preceded by listening skill, and at that
period speaking skill is learned. It means that speaking is the basic language. The
goal of teaching speaking skills is to communicate efficiency.
Definition of video
According to Canning-Wilson (2000) that:“Video is at best defined as the
selection andsequence of messages in an audio-visual context. The teacher use
video, CD-ROM in classroom allows second/foreign language learners the
opportunity to view and actively participate in lessons at their place (Austin &
Haley, 2004). Video techniques help the learners to get the information by putting
them in real-life context.
 4

Education today are well aware that digital technologies are an integral part of
America society and these technologies belong today’s children and youth (Moss
et al, 2005:151). However, in Indonesia, the use of technology is still less
effective because of the facilities to access it is not enough yet. Almost of the
school have used technology in teaching learning process, but some still do not
know technology at all. According Moore and Filling (2012:11) state video is an
innovative way for writing instructors to utilize technology to provide
personalized feedback to students. Video can bring the thing become interesting in
the classroom. It can attract students’ attention and motivate the students in
learning process. Hence, short video clip is a tool or media in teaching speaking in
the classroom in order to facilitate the students and also to gain students’ interest
in learning process. The duration of short video clip is about 3-6 minutes which
can be a documentary, trailer, endorsement, music video, etc.The use of media
technologies such as video offers new experience to the students. They can get a
new model of learning that can make them interested.
Short video clip can help them to make descriptive text because when they see
the object directly, they will be able to form sentences easier. Actually, teaching is
not only about transferring knowledge, but also how to convert the knowledge
become more interesting and easier for the students to absorb. That is why short
video clip can help the teacher in teaching speaking because it will be a very
interesting experience for the students.
Brookfield (2006:191) agree with the opinion of the experts above explains
that nowadays no college teacher can avoid teaching in hybrid manner, combining
electronic and face-to-face communication. The only question remaining is the
degree to which electronic communication is integrated into course activities. The
electronic communication can be in form of video clips. In teaching speaking,
short video clip is a good way to be the visual aid. By using short video clip, the
students are able to speaking easier because they can directly see the person,
place, or thing that want to be described. They sometimes feel difficult to describe
by words because they need to imagine something which is far from them. So,
using short video clip can give new experience in make descriptive text to the
students through technology.
According Baltova (1994) posits that unlike a student who listened in sound-
only ‘audio’ condition and students who used video and sound condition were
more consistent in their perception of the story, in the sense that difficult and easy
passages formed a pattern. In addition, this study indicate that scenes in which
utterance were backed up by an action and body language, were considered easier
to understand by students (Austin & Haley, 2004).
The third expert below agree with the expert pointed out that in previous
according to Herron, Hanley, and Cole (1995)Suggests that visual support like
 5

descriptive pictures significantly improved comprehension score with language

videos for English speaking students who were learning French. From Herron,
Hanley, and Cole study results indicated that extensive listening was facilitated by
the richness of the context visual organizers, such as language videos.
According Austin and Haley (2004) Notice that target language video can and
should be used at each level of second/foreign language study. Also they notice
that the time allotted for viewing videos be determined by the learners’ level of
proficiency.

METHOD
Research Design
The study was an experimental design. Experimental design is,the design of
any task that aims to describe or explain the variation of information under
conditions that are hypothesized to reflect the variation. The term is generally
associated with true experiments in which the design introduces conditions that
directly affect the variation.Experimental design described the quantitave degree
to which variables were related.It was also reasonable that the writer intended to
examine the cause and effect between two variables,communicative approach and
students’ speaking abilty. According to Hadi (1988 : 56 ) that is an experimental
design is one of the precise methods to examine the cause and effect. In this
study,the writer prepared or set up communicative approachtoward students’
speaking abilty.For the students who was examined to answer speaking test.The
idea concerned with the statement of Arikunto ( 1993: 67 ) that by using an
experimental design,the examiner intentionally revised appearance of the
difference and then it was examined how the result was.
The study tried to describe the effect of treatment of two
distinnct,communicative approach toward students’speaking abilty.Thus,the
research design was pre-test and post-test group.Based on this design, Gay
(1987:281) shown the one group pre-test-posttest in schema below:
Population and Samples
According to (Schreiber & Asber-self, 2011), “the population in social science
research refers to all of your potential participants; think of it as the whole group
of people in which you are interested”. The writer will take the tenthgrade student
SMA Negeri 1 Namlea. For sample, the researcher used video in teaching
descriptive text to improve the students’ skill in speaking at The Tenth Grade of
SMA Negeri 1 Namlea. Researcher choose at tenth grade as a Target Research as
a total sampling. This sampling technique by Sugiyono in Tahir (2011:73) was
called by saturation sampling Technique or other term was cencus Sampling
Technique which is a technique of determining if all members of the population
sample used as a sample.
 6

Instrument of The Research

The researcher used pre-test and post-test to assess students’ speaking ability.
The test are aim to measure the students’ progress and result of teaching learning
activities. Questionnaire is a list of questions to be answered by a group of people
to get information. The Questionnaire collected data / information from the
students based on the needs, interest, like and dislike about the teaching learning
process.
To gather the information about the teaching and learning process,the research
experimental design. Observation sheets and checklist were used to collect the
data. The research team put marks on the activities which had been done.The
technique was conducted in reconnaisance and also during the action and
observation steps of the research.
Technique of Data Analysis
To analyze the data, the researcher used the following steps:
Test
In simple terms, test explained as a method which is used to measure
pronunciaton and fluency students’ in speaking skill before and after doing the
treatment,where is the Researcher use pre-Test and Post-Test.The treatment,where
is the researcher use pre-test and post-test.
Pronunciaton
Table 3.2 The score of classification for pronunciation
Classification Score Criteria
Native pronunciation with no trace of
Excellent 6 “foreign accent”
No conspicuous mispronunciation,but
Very Good 5 would not be taken for a native speaker.
Marked “foreign accent” and occasional
Good 4 mispronunciation that do not interfere with
understanding
“Foreign accent” requires concentrated
Average 3 listening,and mispronunciation lead to
occasional misunderstanding and apparent
errors in grammar or vocabulary.
Frequent gross errors and a very heavy
Poor 2 accent make understanding difficult, require
frequent repetition
Very Poor 1 Pronunciation frequently unintelligible
(Adopted from Heaton,1998: 100)

FINDINGS
This researcher conducted at experimental design, comparing the pre-test,
post-test, and questionnaire to analyze the effectiveness of using video in
descriptive text to improve students‘ speaking. As mentioned before in the chapter
 7

3, the aims of doing pre-test and post-test were to measure students’ ability before
and after the treatment where the researcher conducted these test in the first and
the last meeting. The researcher compared the result of pre-test and post-test, to
know how far the students’ improvement. The questionnaire was used by the
researcher to know how far the students’ improvement. The questionnaire was
used by the researcher to know how far the students’ interest in learning speaking
by this strategy. Meanwhile the data of pre-test, post-test and questionnaire can be
seen on the table. Pre-test was conducted on November 4th while post-test was on
December 4th 2016.
The improvement of students’ speaking in oral descriptive text by
using video
To know how far the use of video as a media could improve students’
speaking skill, the researcher used pre-test and post-test as way to analyze the
effectiveness of using video media toward students’ ability in matching the text
based on the descriptive in teaching and learning process.
Table 4.1The result of pretest the students’ achievement
Pre-test
Range of score Classifications
F (%)
86 – 100 Excellent 0 0
71 - 85 Very good 0 0
56 - 70 Good 2 6.3
41 - 55 Average 10 31.3
6 - 40 Poor 20 62.5
< 25 Very Poor 0 0

Total 32 100

To know the improvement of students’ reading skill, theresearcher made

the test.The researcher used descriptive text to apply in the classroom.The first
meeting the researcher explained from the descriptive text.The purpose of the text
is describe thing,someone,and place .In this case,the researcher chose the text for
the students entitled “Lake Toba”.The researcher giaves pre-test for students.The
researcher used oral test that there are five question, the connected with lake Toba
story to the students.The questions such as “What does the text describe about ?”,
“where is lake Toba located ?”, “Do you think it's easy to visit lake Toba Why /
why not ? ”, “What does lake Toba provide the visitors ? ”, “If the ethnographic
wants to do research,what will it be about ? ”.At the first meeting,the students
seemed still nervous joining the class with the researcher as their English
teacher.The students felt ashamed when answering the teachers’ questions.
From the table and graphic below, the data show that there were 2 students
in good level in which score 56-70 (6.3 %). This score revealed that the students
have understanding but the required supports and or details were not complete or
clearly text based. There 10 students were in enough level and that means, the
 8

students got score 41-55 (31.3 %). The result of the pretest also showed that 20
students were in fair level or equal to score 26-40 (62.5% ). From this score
indicated that the students have very limited understanding. The
researcherevaluated and analyzed the student result.It was found that there were
several problems occurred in pretest. The problem from students were: firstly,
many students failed to cannot speak because the lack of vocabulary, most of
them don’t know how to pronounce word correctly, then for the students’ fluency,
they used to be silent after saying or two words: they took long time to think what
they wanted to say later was also one of the problems that made the students had
difficulty to understood for describe because there was not media.
From description above, it was obvious the students did not achieve of the
criteria of success. To solve this problem the researcher decided to continue to the
posttest. Based on the problems found above, the researcher planned to focus on
the problems and how to solve it. The researcher planned to provide some video
for make the students interested. Based on the explanation result of pre-test above
we can be seen on the figure 4.1.
Table 4.2 The result of post-test the students’ achievement
Pre-test
Range of score Classifications
F (%)
86 – 100 Excellent 6 18.8
71 - 85 Very good 7 21.9
56 - 70 Good 8 25.0
41 - 55 Average 11 34.4
6 - 40 Poor 0 0
< 25 Very Poor 0 0

Total 32 100

After knowing that there were problems in the pretest, the researcher
continued in the posttest to solve the problems above. The researcher focused on
reminding the students about descriptive text (the purpose and the generic
structure) and for make the students interested the researcher use media video in
teaching speaking.
After conducting and analyzed the test, the result showed that the students’
ability increased in this pretest. Data collected in post-test showed that there
were6 students has achieved excellent or equal to 86-100 (18.8 %). The students’
answer were correct, which are indicate that they have understanding of the
speaking concept embodied in the task, a response that was accurate, tasks were
complete, necessary support and or example were included, and the information is
clearly based on the text. There were 7 students in very good level or equal to 71-
 9

85 (21.9 %). Indicated that the students had an understanding of the speaking
concept embodied in the task. But the required supports and or details are not
complete or clearly text based 8 students in good level or equal 56-70 (25.0 %).
Indicates that the students had a partial understanding of the speaking context
embodied in the task, provided a response that may include importation that was
essentially correct and text based, but the information was general or two
simplistic, some of the supports and or examples and requirements of the task may
be incomplete or omitted. There were 11 students has achieved average 41-55
(34.4%), indicates that the students has very limited understanding of the speaking
concept embodied in the task, the response was incomplete, may exhibit little
flaws, may not address all requirements of the task. And nobody was in poor level
in this post-test. The result of students in the posttest can be seen in the table
above and graphic bellow.
In this table, the researcher presented the students’ post-test in term of
speaking skill to see it frequency and percentage. The frequency and percentage of
the students’ skill in post test can be seen in the following table:
After tabulating the percentage of the students’ score the researcher
calculated the students’ score.Before the treatment, the students were given pretest
to know the students achievement on speaking skill. Furthermore, the purpose of
the test were to find out whether the students score were stable and constant or
not,we can be seen on the figure below.
Figure 4.1.The result of students’improvement in pre-test and post-test

80 69.97 70.59
70

60

50 40.13 40.59
Fluency
40
Pronunciation
30

20

10

0
Pretest Posttest
 10

In the figure 4.2 there were students’ score of pre-test and post-test. The
researcher fond that the students speaking skill improved significantly in pre-test
and post-test after giving treatment. The score individual students can be seen in
the figure 4.2 as follows:
Figure 4.2 score of pre-test and post-test

80

70

60

50

40 70.59
30
40.44
20

10

0
Pretest Posttest

The Mean Score and Standard Deviation of students’ Speaking

Achievement
After tabulating the frequency and the percentage of the students’ score,
the researcher calculated the mean score and the standard deviation of the
students’score in pre-test and the compared them with post-test. Before the
treatment, the studentswere given pre-test to know the students achievement
deviation of the students’ pre-test and post-test.
Table 4.4 the Mean Score standard and Deviation of Students’ Speaking
Achievement
N Minimum Maximum Mean Std.
Deviation
Pre-test 32 33 67 40.44 10.522

Post-test 32 50 97 70.28 17.984

 11

The mean score and standard deviation show the difference score in pre-test
and post-test. The data based on the computation using SPSS. The main score of
pre-test and post-test were different after giving the treatment. This means that
there is an improvement after giving the treatment. The table also shows that the
main score of the students’ pre-test was 40.44 and standard deviation was 10.52,
and post-test was 70.28 and standard deviation was 17,98. The main score of both
pre-test and post-test were different after doing the treatment. It means that the
main score of post-test is higher than pre-test (70.28 > 40.44 ).
The hypothesis was tasted by using inferentialanalysis. In this case,the researcher
used t-test (test of significance) or paired samples test for independent sample test
that is a test to know the significant difference between of students’ mean score in
pre-test and post-test.
Table 4.5 Independent Samples Test
T 2 Tiled Value (α) Remarks

Pretest and posttest Significant

12.372 .000 0,05

Different

Based on the table above, the researcher got the value of t-test = 12.372,
degree of freedom (df)=(N-1) 32-1 = 32.The research assumes, there is a
significant (α ) = 0,05, T-table = 2.042 Based on the result above, T-test is higher
than T-table. It means, there is influence of descriptive text technique on students
speaking ability. So, the students enjoy the learning process. It means the
descriptive text use video can be used as one of the alternative technique to teach
speaking.

CONCLUSION
In this research the researcher used video to improve students’ speaking
skill. After applying the method, the result showed that the students’ speaking
skill have increased and this was proven by the changing of the students
individually grade from the pre-test to post-test. Based on the researcher’ findings
and discussion in the previous chapter, the researcher comes to the following
conclusion. The use of video in teaching speaking improved the students speaking
skill and the mean score of the students’ post-test (50-97) is higher than the pre-
test that is just (33-67).The enhancement of the students’ speaking skill is also
supported by the result of the test score. The mean score of pre-test was 40.44 and
 12

it improved to 70.28 in post-test. After applying video the students’ mean score
improved to 29,84.
In addition, students’ response using video is also positive. it can also be
seen from the result of the questionnaire that 32 students (100 %). They responded
by saying they like the method because by using video method their ability to
understand the speaking test has improved and they were easy to answer the
question based on the text. The result of the study proved that the use of video
in teaching speaking can improve students’ speaking skill. Based on the result
above, the researcher hopes that this study will give benefit for a better English
teaching and learning process. The researcher would like to give some suggestions
which hopefully these suggestions will be useful for the students, teachers, and the
researcher.
The students in class X IPA2 of SMA Negeri 1 Namlea have to better
understanding about describe someone, place, and thing in descriptive text use
video, because through this method, you will be able to improve your speaking
skill and able to speak about descriptive text. The researcher gives some
suggestions to English teacher. In teaching descriptive text, teachers need media
to help students in imagining and gaining their idea. Teachers should use media
that can illustrate things well. Video prompts can be one of alternatives media to
teach speaking. The learning activities are more enjoyable and students are
motivated in speaking descriptive text when using this media. It also creates a
more joyful situation that will help students to speak more comfortably.
This study discusses the use of media video to improve students’ speaking
skill which is conducted on the tenth grade of senior High School students. The
researcher hopes that this technique can be applied by other researcher in the other
level students.

References
Anderson, Mark & Anderson, Kathy. (1997). Text Types in English 1-2. South Yara: Macmillan
Education Australia.
Amri, M., Tahir, S. Z. A. B., & Ahmad, S. (2017). The Implementation of Islamic Teaching in
Multiculturalism Society: A Case Study at Pesantren Schools in Indonesia. Asian
Social Science, 13(6), 125.
Arikunto,S. (2003). Prosedur penelitian : Suatu pendekatan praktek jakarta : PT.Rineka Cipta.
Azwan, A. (2018). Politeness Strategies Of Refusals To Requests By Ambonese Community.
LINGUA: Journal of Language, Literature and Teaching. Vol. 15(1). 1-6.
Bin-Tahir, S. Z. (2010). English Teaching Methods at Pesantren IMMIM of Makassar. Jupiter
Journal. Vol. 10(1).
Bin Tahir, S. Z. (2012). Teaching English as World Language: Pengajaran Bahasa Inggris.
Jakarta: Media Pustaka Qalam.
Bin Tahir, S.Z.A. (2017). Pengembangan Materi Multibahasa untuk Siswa Pesantren. Unpublish
Dissertation. Pascasarjana, Universitas Negeri Makassar.
Bin-Tahir, S. Z., Saidnah, U., Mufidah, N., & Bugis, R. (2018). The Impact of Translanguaging
Approach on Teaching Arabic Reading in a Multilingual Classroom. Ijaz Arabi Journal
of Arabic Learning, 1(1).
 13

Bin-Tahir, S. Z., Bugis, R., & Tasiana, R. (2017). Intercultural Communication of a Multicultural
Family in Buru Regency. Lingual: Journal of Language and Culture. 9(2). 8-18.
Bin-Tahir, S. Z. (2015). The Power of Love: The Role of Boyfriend in English Language
Acquisition. ICE-Ed conference. ELT Practices in Asia: Challenges and Opportunities.
http://ice-edunhas.com/section/updates.
Bin Tahir, S. Z. (2017). Multilingual teaching and learning at Pesantren Schools in Indonesia.
Asian EFL Journal, 89, 74-94.
Bin-Tahir, S. Z., & Rinantanti, Y. (2016). Multilingual Lecturers’ Competence in English
Teaching at the University of Iqra Buru, Indonesia. Asian EFL Journal, 5, 79-92.
Brown, H. Douglas, (2004). Language Assessment: Principles and Classroom Practices, (San
Francisco: Longman, 2004).
Burns,Anne. (1999). Collaborative Action Research for English Language Teachers.Cambridge :
Cambridge University Press.
Cameron,Lynne. (2001). Teaching Language to young leanerss.Edinburg : Cambridge University
press.
Cohen L,manion, L, and Morrison,k. (2010). Research methods in education.5th ed.London and
New York : Routledge.
H.G.Widdowson, (1997). The Practice Of English Language Teaching,United States of America :
Harcourt Brace Javanovich inc.
Hornby A. S. (1990). Oxford Advance Learner’s Dictionary of Current English. London: Oxford
University Pres.
Hornby A. S. (1995). Oxford Learner’s Dictionary of Current English. London: Oxford University
Pres.
Indrayani, N. (2018). PENGGUNAAN CAMPUR KODE DAN ALIH KODE DALAM PROSES
PEMBELAJARAN DI SMPN UBUNG PULAU BURU [The Use of Mixing Code and
Switching Code in Learning Process at SMPN Ubung Buru Island]. Totobuang. Vol. 5(2).
299-314.
Louma,S. (2004). Assessing speaking,the combridge Language Assessment series.Combridge :
Combridge University press.
Munir, Ahmad. (2005). Communication Strategies Toward Students’ Speaking Ability:Classroom
Study of Speaking. Selong STKIP Hamzanwadi. S-1 Thesis. Unpublished.
Moore, and Filling. (2012). iFeedback: Using Video Technology for ImprovingStudent
Writing. Journal of JCLL , 38(11). Retrieved from http:/www.j- cll.com.
Nunan, D. (2003). Practical English Language Teaching.NY : McGraw-Hill.
Patahuddin, P., Syawal, S., & Bin-Tahir, S. Z. (2017). Investigating Indonesian EFL Learners’
Learning and Acquiring English Vocabulary. International Journal of English
Linguistics, 7(4), 128.
Rinantanti, Y., Rahman, M. A., Atmowardoyo, H., & Bin-Tahir, S. Z. (2017). Perception of Senior
High School EFL Teachers in Papua, Indonesia towards Their Own Competence. Journal
of Language Teaching and Research, 8(6), 1181-1189.
Salamun, T. (2018). DEIKSIS PERSONA BAHASA INDONESIA DIALEK AMBON [Personal
Deixes of Indonesian Leanguage With Ambonese Dialect]. Totobuang. Vol. 5(2). 325-
339.
Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., & Yuliandari, D. P. (2017). The Indonesian
EFL Learners' Motivation in Reading. English Language Teaching, 10(5), 81-90.
Salikin, H., Bin-Tahir, S. Z., & Emelia, C. (2017). The Higher Achiever Students’ Strategies in
English Learning. MODERN JOURNAL OF LANGUAGE TEACHING METHODS,
7(11), 79-95.
Salikin, H., & Tahir, S. Z. B. (2017). The Social Media-Based Approach in Teaching Writing at
Jember University, Indonesia. International Journal of English Linguistics, 7(3), 46.
Salfa Umasugi, Riki Bugis, Nanik Handayani. (2018). The Scramble Game In Improving Students
’vocabulary at the Seventh Grade of MTS LKMD Sawa. Jurnal Retemena, Vol. 3 No. 2.
Tahir, S. Z. A. B. (2015). Improving Students’ Speaking Skill through Yahoo Messenger at
University of Iqra Buru. International Journal of Language and Linguistics, 3(3), 174-
181.
 14

Tahir, S. Z. B., & Hanapi, H. (2017). Lecturers’ Method in Teaching Speaking at the University of
Iqra Buru. International Journal of English Linguistics, 7(2), 73.
Tahir, B., & Zulfiqar, S. (2015). Multilingual Behavior of Pesantren IMMIM Students in
Makassar. Asian EFL Journal, 86, 45-64.
Tarigan, Henry Guntur, (1990). Prinsip-Prinsip Dasar Sastra. Bandung: PT Aksara.
Thornbury, Scott. (2005). How to teach speaking. London : Longman.
Tomlinson, Briann. (1998). Materials Development in Language Teaching. Melbourne :
Combridge University Press.