This thesis explores the use of reaction videos as a teaching and learning
medium to enhance speaking skills among second-grade students at Madrasah
Tsanawiyah 3 Bone. The purpose of this research is to understand how students learn
to speak English using reaction videos and how teacher teach English by using reaction
videos to overcome pronunciation errors. The research, conducted through observation
checklists, interviews, and direct documentation with teachers and students, utilizes a
descriptive qualitative method. Research findings indicate that students' responses to
learn to speak English using reaction videos can be observed from several aspects.
Firstly, vocabulary mastery is significantly enhanced as reaction videos expose
students to various words, especially verbs and adjectives, beyond what is taught in
traditional textbooks. Secondly, grammar comprehension improves as students are
exposed to new sentence structures and expressions through these videos. Thirdly,
pronunciation skills benefit greatly as students learn to mimic native speakers featured
in the videos, thereby refining their pronunciation. Lastly, while reaction videos may
not directly enhance fluency, they assist in understanding sentence structure and
expressions, contributing to overall speaking proficiency in English. In English
teaching, the use of reaction videos to correct pronunciation errors has proven to be
highly effective. These videos engage students with compelling content, promote
active communication, and deepen their understanding of vocabulary and culture. By
providing authentic examples from native English speakers, reaction videos allow
students to mimic and perfect their pronunciation effectively. Additionally, these
videos boost motivation by presenting real communicative scenarios. Overall,
incorporating reaction videos into speaking lessons is a valuable strategy for teachers
to address pronunciation errors and foster comprehensive language development
among students.
A. Conclusion
Based on the result of the analysis and discussion in the previous chapter,
the researcher concludes, as follows:
1. Students’ Responses to Learning with Reaction Videos: Learning English
speaking skills through reaction videos positively impacts several aspects of
language acquisition. First, vocabulary mastery improves as students encounter
a variety of new words, particularly verbs and adjectives, expanding beyond
textbook material. Second, grammar comprehension is enhanced by exposure
to diverse sentence structures and expressions presented in the videos. Third,
pronunciation benefits as students mimic native speakers, allowing them to
refine their pronunciation skills. Although reaction videos may not directly
improve fluency, they help students grasp sentence structures and expressions,
supporting their overall speaking proficiency.
2. Teacher’s Use of Reaction Videos in Speaking Lessons: Reaction videos are a
valuable resource in speaking lessons, engaging students with interesting
content while promoting active communication. They help improve
vocabulary, cultural understanding, and pronunciation by showcasing authentic
examples from native speakers. Reaction videos also increase student
motivation by presenting real-life communicative scenarios. Overall,
incorporating reaction videos into English lessons is an effective strategy for
addressing pronunciation errors and building well-rounded language skills.
B. Suggestion
1. Striving to train students' speaking skills, teachers need to innovate by
developing the use of video media in the learning process. The thing
experienced by the students when the author conducted the research was that
students felt bored with the monotonous learning process. For this reason,
the author suggests increasing the intensity of using teaching methods that can
attract students' learning interest and train students to speak English so that
students are more accustomed and dare to speak using English.
2. To the principal of Madrasah Tsanawiyah 3 Bone in order to provide support to
teachers for the use of video media in lear2ning to attract student learning,
especially in speaking English.
3. So that students better utilize technological media, especially mobile phones
for learning media and reduce the use of gadgets that lead to negative things
such as games and useless content that will reduce student concentration in
learning.

STAR2020400288

288/2024

Perpustakaan Pusat

Tersedia