The effectiveness of video tutorials in teaching speaking to vocational high school students

Lestari, Dera Ayu (2026) The effectiveness of video tutorials in teaching speaking to vocational high school students. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

Speaking is one of the important skills in English learning that is used to express ideas, information, and opinions orally. However, many vocational high school students still face difficulties in speaking English, such as lack of vocabulary, low confidence, and difficulty in organizing ideas, especially in explaining procedural texts. Therefore, an effective and interesting teaching media is needed to improve students’ speaking performance. Video tutoring is expected to help students understand and practice speaking more easily through visual and audio demonstrations. Based on this issue, this study aims to examine the effectiveness of video tutoring in teaching speaking to tenth-grade students at SMK PGRI 1 Kediri. This research employed a quasi-experimental design. The population of the study consisted of all tenth-grade students at SMK PGRI 1 Kediri. The samples were divided into two groups: an experimental group and a control group. The experimental group was class TKR 4, which consisted of 36 students, while the control group was class TKJ 3, also consisting of 36 students. The experimental group received instruction through video tutoring, whereas the control group was taught using picture-based explanation. To assess students’ speaking performance before and after the treatment, both groups were given two types of tests, namely pre-test and post-test. The Mann–Whitney U test was applied in this study since the data were not normally distributed, as indicated by the Kolmogorov–Smirnov test. The results of the homogeneity test revealed that the significance values for the pre-test and post-test were 0.531 and 0.821, respectively, indicating that the data were homogeneous. Furthermore, the result of the Mann–Whitney U test showed a significance value of 0.000, which is lower than 0.05 (0.000 < 0.05). This indicates that there is a statistically significant difference in students’ speaking performance between the experimental and control groups. Consequently, the null hypothesis (H₀) is rejected and the alternative hypothesis (H₁) is accepted. Based on these findings, it can be concluded that video tutoring is effective in teaching speaking to tenth-grade students at SMK PGRI 1 Kediri.

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