THE EFFECT OF DISNEY CHANNEL IN LEARNING

ENGLISH ON THE STUDENTS’ SPEAKING

PERFORMANCE

SKRIPSI

Submitted in Partial Fulfillment of the Requirement for the

Degree of Sarjana Pendidikan (S.Pd)
English Education Program

By:

NATASYA FEBIOLA
2002050039

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS MUHAMMADIYAH SUMATERA UTARA
MEDAN
2024

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 ABSTRACT

Natasya Febiola. 2002050039. The Effect of the use of Disney Channel in

Learning English on the Students’ Speaking Performance.

This research investigated the students’ speaking performance taught by using

Disney Channel as a learning media. The method used in this research was pre-
experimental with a pre-test and post-test group design. The sample was the class
X vocational office management at SMK Budi Agung Medan consisting of 25
students selected by using purposive samping technique. The instrument used the
oral test, researcher was to carry out a speaking test. The collected data were then
analyzed by using SPSS. The results indicated that the average score of the post-
test was 56.80 which was higher than the pre-test (30.24). It was supported by the
one sample T-Test where (Sig.) 0.001 < 0.05, it was concluded that H0 was rejected.
This suggested that Disney Channel had greatly effect on the students’ speaking
performance. Therefore, the students speaking performance was increased using
Disney Channel at SMK Budi Agung Medan.

Keywoards : Disney Channel, Descriptive Quantitative, The Effecr, Speaking

Performance

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 ACKNOWLEDGEMENTS

Assalamu’alaikum Warahmatullahi Wabarakatuh

In the divine presence of Allah, the Most Compassionate and the Most

Merciful, the researcher expresses gratitude to the guidance, inspiration, and

support provided throughout this research endeavor. Additionally, heartfelt

appreciation is extended to the Prophet Muhammad SAW, peace be upon Him, for

illuminating humanity's path from ignorance to enlightenment.

The research entitled “The Effect Of Disney Channel In Learning English

On The Students’ Speaking Performance”, is submitted in partial fulfillment of the

requirements to obtain a Sarjana Degree in the English Education Department. The

researcher acknowledges the support from her parents, Endang and Edi Heriyanto,

and her elder sister Nadya Septica, their sacrifices have been the backbone of her

educational achievement, unwavering supports and willingnes to go the extra mile

have provided the researcher with opportunities she will forever cherish, thanks for

loving and believing in her and for making countless sacrifices to ensure her

happiness and success.

The researcher extends profound gratitude to the following individuals who

have significantly influenced the design of this skripsi:

1. Prof. Dr. Agussani, M.AP, the Rector of the University ofMuhammadiyah

Sumatera Utara.

2. Dra. Syamsuyurnita, M.Pd, the Dean of Teacher‟s Training and Education

Faculty of University of Muhammadiyah Sumatera Utara.

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 3. Dr. Pirman Ginting, S.Pd., M.Hum, and Rita Harisma, S.Pd. M.Hum, the

Head and the Secretary of English Education Program of FKIP UMSU for

their administrative service.

4. Halimah Tussa’diah. S.S., M.A their researchers supervisor who has guided

her here has set the available time to provide comments and suggestions

while designing this research.

5. All lectures of English Education Program who have given their valuable

through in teaching English as foreign language at FKIP UMSU.

6. All the staff of FKIP UMSU who have given help in administrative system

service to complete necessary requirements, so all administrative system

could be resolved easily.

7. The Headmaster of SMK Budi Agung Medan, Pandu Subroto, SE., S,Pd

and all teachers for their kindness to give the researcher chance to do the

research at the school.

8. Her classmates in English Department of 8A morning class, for the sweetest

memories and cheerful.

9. All people who cannot be mentioned in this part, thankyou very much. May

Allah SWT Bless them all. Aamiin

Wassalamu’alaikumWarahmatullahiWabarakatuh.

Medan, 6 September 2024

The researcher

Natasya Febiola
2002050039

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 TABLE OF CONTENTS

CHAPTER I INTRODUCTION ...................................................................... 1

1.1 The Background of The Study ........................................................................ 1

1.2 The Identification of The Problem ................................................................. 3

1.3 The Scope and Limitation .............................................................................. 4

1.4 The Formulation of The Problem ................................................................... 4

1.5 The Objective of The Study ........................................................................... 4

1.6 The Significance of The Study ........................................................................ 5

CHAPTER II REVIEW OF LITERATURE ................................................... 6

2.1 Theoritical Framework ................................................................................... 6

2.1.1 Speaking ..................................................................................................... 6

2.1.2 Aspects of Speaking .................................................................................... 7

2.1.3 Problem of Speaking Skills ......................................................................... 9

2.1.4 The Use of Internet as The Media of Leaning ............................................ 10

2.1.5 Disney Channel ........................................................................................... 14

2.2 Previous Relevant Study ................................................................................ 14

2.3 Conceptual Framework ................................................................................... 14

2.4 Hypothesis ...................................................................................................... 14

CHAPTER III RESEARCH METHODS ......................................................... 16

3.1 Research Design. ............................................................................................ 16

3.2 Location and Time ......................................................................................... 17

3.3 Population and Sample .................................................................................. 17

3.4 Instruments of The Research .......................................................................... 18

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3.5 Procedure of Collecting The Data .................................................................. 18

3.6 Technique of Analyzing the Data .................................................................. 19

CHAPTER IV RESEARCH RESULTS AND DISCUSSION ........................ 20

4.1 Description of Research Results ..................................................................... 20

4.1.1 The Effect of Disney Channel ...................................................................... 22

4.1.2 Testing Hypothesis ....................................................................................... 24

4.1.3 Research Finding.......................................................................................... 25

4.2. Discussion ...................................................................................................... 26

CHAPTER V CONCLUSION AND SUGESTION ......................................... 28

5.1 Conclusion....................................................................................................... 28

5.2 Suggestion ...................................................................................................... 29

REFERENCES .................................................................................................... 30

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 CHAPTER I

INTRODUCTION

1. The Background of the Study

Approaches to pronunciation teaching have evolved dramatically

throughout the recent history of language education, shifting from an emphasis on

the precise production of individual speech sounds to a focus on the broader

communicative features of connected speech. Pronunciation will be taught

alongside other skills not as a stand-alone subject but as a further communicative

tool. In today's modern world, English has become an integral part of every field in

existence. Katemba (2022) says that learning English is very important because it

is an international language used all over the world. In Indonesia, English is

considered a foreign language, but is required in the school curriculum.

Pronunciation is an important thing in language, especially in English, according to

Berry (2021), the sound system is a system of speech units that learners need to

pronounce clearly and correctly. To speak English, accurate pronunciation of words

is necessary to produce acceptable results because one pronunciation will change

the meaning. The speaker's pronunciation of each word must be clear and precise

so that the listener understands the meaning of what the speaker is talking about.

Speaking is one of the four skills needed in learning a foreign language

besides listening, reading and writing. This has been taught since students entered

junior high school: but it is not easy for students to communicate in English; they

have to think more often when speaking English. Jinping from China, talking in

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Better Speaking, “I have learned English for almost 15 years. Speaking has always

been a problem for me because, when I was at school, we always focused on

grammar, vocabulary and exams. Pollard (2008:34), states that speaking is one of

the most difficult aspects for students to master. Because speaking is a skill that

students must develop in order to successfully convey their thoughts, ideas and

opinions to others as well as to improve verbal communication skills. When people

talk, they use different speaking features depending on the type of conversation

they are having. That is why speaking is such a difficult exercise.

This research problem stems from real events in the classroom. Based on

the researcher's experience of participating in field of teaching practice (PLP)

activities in the classroom, some students only focused on grammar and vocabulary

but could not speak English. The researcher also found that students had low self-

confidence in speaking a language, especially English, many students were worried

about making mistakes, or the listeners did not understand them. This is also

supported by learning resources which are only taken from dictionaries and other

relevant books as English learning media and the presence of several students who

had low English learning scores and do not reach the minimum completeness

criteria (KKM).

Improving pronunciation is very influential when using media, Betty Azar

(2016:28) believes that the problem that students often face when learning English

is feeling bored when studying it, because they use books as a medium.

Media as a teaching tool must be in accordance with students' needs. Interesting

media is able to attract students' interest in learning and create understanding for

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students, for example using YouTube can make the learning process more

enjoyable. As Almurashi (2016) says, learning via it can change the learning

environment positively. By using it students can learn not only in the classroom but

also anywhere. This encourages students to use YouTube as a learning medium. On

the posi.ve side, students can prac.ce pronouncing words in “understandable and

pleasant English” (correct pronuncia.on) with movie sub5tles on Youtube.

According to Prambudi (2013), the most efficient technique for learning English is

listening and watching movies seriously. This allows them to control their

pronuncia.on easily. According to Maulana Idris Hari Kissoko & Mulyadi (2021),

watching movies with characters helps students understand and iden.fy context

through interac.on. They can prac.ce speaking by imita.ng the pronuncia.on in

movies.

From the explanation above, the researcher chooses the topic "The Effect of the Use

of Disney Channel in Learning English on the Students’ Speaking Performance”

because the researcher wants to know the impact of using the Disney Movies on the

YouTube Disney Channel used as a teaching medium in improving students

speaking performance.

1.2 The Identification of the Problem

Based on the research background above, the researcher formulated the

problem identification as follows:

1. Students' low self-confidence in speaking English makes them difficult to

speak

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 2. Learning resources taken from dictionaries and other relevant books as

English learning media can not reach the minimum completeness criteria

(KKM)

3. Some students only focus on grammar and vocabulary, but can not speak

English

1.3 The Scope and Limitation

The scope of this research is on the speaking skills and it is limited on the

usage of Disney Channel on the students’ speaking performance of the X students

at SMK Budi Agung Medan of 2023/2024 Academic Year.

1.4 The Formulation of the Problem

The formulation of the problem in this research are formulated as follows:

1. Is there a significant effect of Disney Channel in students’ speaking skills?

2. How does using BBC Disney Channel effects students’ speaking abilities?

1.5 The Objective of the Study

Based on the formulation above, the objectives of this research are:

1. To find out the significant effect of Disney Channel on the students’

speaking skills

2. To find out how Disney Channel effect on the students’ speaking skills

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1.6 The Significance of the Study

The findings of this research are expected to provide benefits both

theoretical and practical.

1. Theoretical

The researcher hopes that this research can provide the source of

information to readers about the use of Disney Channel on YouTube to

increase speaking performance Teacher Training and Education students’

especially the English Program.

2. Pratical

1. Students; the use of Disney Channel on YouTube can be the source of

English learning media option.

2. Lectures; it is hoped the result of this research provide the learning

media options for practical education.

3. Other researchers; it is hoped that this research can contribute to certain

research and become a reference for those who are interested or can be

used as comparison material in writing research on the same subject but

different point of view.

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 CHAPTER II

REVIEW OF LITERATURE

2.1 Theoritical Framework

2.1.1 Speaking

There are some definitions and perspectives of speaking proposed by some

experts. Speaking, according to the Oxford Dictionary (2021), is "the action of

conveying information or expressing one's feelings in speech". On another side,

Parmawati and Inayah (2019) described speaking as a language skill centered on

verbal exchanges in which information is produced, delivered, and received

precisely and quickly. They also believed that the speaker should focus on

vocabulary, grammar, and pronunciation during oral encounters.

Since English is used for international communication purposes, it is

mostly a foreign language language learners try to learn it. In this process, they

must acquire all four basic skills the language, e.g. listening, speaking, reading and

writing.According to Rao (2019), speaking is the most important skill among the

four language skills in order to communicate well.

Spoken language is known as speaking. according to McKay (2018) and

MartínPáez et al. (2019), speaking is the process of generating and exchanging

meaning in a range of circumstances using both verbal and nonverbal cues. It should

be noted that speaking involves not only body and facial motions and gestures, but

also using the vocal organs to produce sound. Speaking involves using your vocal

organs to produce sound in addition to your body, face, and gestures.

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2.1.2 Aspects of Speaking

There are four aspects of speaking skills as below:

1. Grammar

According to Reed and Levis (2019), language is regularly expressed

and conceived in various systems. The meaning system is called grammar,

which is how the learners use the words to express meaning. Grammar is

something we need not only for written language. However grammar also

covers many areas important for spoken language such as understanding

tenses and the correct way to structure sentences. In speaking, grammar

helps us convey information in a way that listeners can recognize and

understand. Grammar functions to provide clarity in the meaning of words,

grammar makes sentences or paragraphs clear.

2. Fluency

Fluency is the ability to communicate fluently and express ideas

effectively, both orally and in writing. According to Ihsan (2016),

everyone's purpose and the main reason most students learn a language is to

become fluent in oral communication. In other words, speaking skills and

how well a person can communicate without pauses or hesitation and

without difficulty finding words or phrases. Reading aloud in front of the

class can build students' self-confidence and also help them convey

messages better. The more fluent students are in English, the more

interesting, exciting and insightful their conversations will be.

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3. Pronunciation

According to Asysyfa et al., (2019) students overcome their speaking

anxiety by practicing pronouncing words in English to improve the sound

of the words. Understanding how to pronounce words correctly is another

important element of speaking skills. The main components of

pronunciation are chunk, intonation, rhythm, related utterances, word and

phrase stress, and clear pronunciation of each sound. This requires using

language naturally while stopping at appropriate times to emphasize words

and sentences. It also requires deft application of rising and falling

intonation to emphasize the speaker's attitude and meaning.

4. Vocabulary

According to Berry (2021), the sound system is a system of speech

units that learners need to pronounce clearly and correctly. These units of

speech can generally be named vocabulary.Vocabulary consists of the

words used when speaking, this refers to the collection of words and their

meanings that students must understand to understand the text. When they

don't understand the meaning of a word, they can check what the word or

sentence means. By having a wide vocabulary, they can convey messages

clearly and precisely. In addition, vocabulary mastery supports the

development of fluent speaking and writing skills.

The aspect that should be achieved in the speaking skill test included

pronunciation, grammar, vocabulary, fluency, and comperehension. The

analytic score has four item and each item scores is five point.

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 Tabel 2.1 Oral Proficiency Scoring Categories

1. Pronunciation 1 : Error in pronunciations are frequent

2 : Accent is intelligible though often quite faulty
3 : Errors never interfere with understanding and
rarely disturb the native speaker
4 : Errors in pronunciation are quite rare
5 : Equivalent to and fully accepted by educated
native speakers
2. Grammar 1 : Error in grammar are frequent
2 : Can usually the constructions accurately
3 : Control of grammar is good
4 : Able to use the language on all levels
5 : Equivalent to that of an educated native speaker
3. Vocabulary 1 : Speaking vocabulary inadequate
2 : Has speaking vocabulary sufficient 3 : Able to
speak the dialogue with sufficient vocabulary
4 : Can understand and participate in a conversation
5 : Speech on all levels is fully accepted by educated
native speakers
4. Fluency 1 : No specific fluency description
2 : Can handle with confidence
3 : Can discuss particular interest of competence
with reasonable ease
4 : Able to use the language fluently on all levels
and participate in any conversation
5 : Has complete fluency in the language
5. Comprehension 1 : Within the scope of his very limited language
experience
2 : Can get the gist of most conversations of non-
technical subjects
3 : Comprehension is quite complete at a normal rate
of speech
4 : Can understand any conversation within the
range of his experience
5 : Equivalent to that of an educated native speaker
(Brown, 2004)

2.1.3 Problem of Speaking Skills

English and learning around the world. In every country, students are forced

to study and learn English. In Indonesia, students start learning English from

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elementary school to high school. However, many students still cannot speak

English, why? What is the problem and where is the rest of the problem of not being

able to speak English? This is a very serious problem, therefore here I will discuss

all the problems students face in speaking English.

1. Confidence

Self-confidence is a very important element in learning to speak a

language. Many students worry that they will make mistakes, or that the

person listening will not understand them. Speech is often clearer when a

person is feeling confident and relaxed, and this is one of the most important

factors to consider when communicating with people who have speech

problems. If the message is delivered with confidence, the listener will not

worry about any mistakes. Many students learn English but don't practice

how to speak it, practice often the more you speak, the easier it becomes.

The role of the teacher is very important to motivate students to believe in

themselves and speak English in front of the class in public. It's okay to

make mistakes, because students can learn from their mistakes, it's very easy

to get nervous if students only focus on grammatical rules when speaking,

students can try to be more relaxed and focus on the message they want to

convey.

2. Fluency and Accuracy

Speaking English fluently is the goal of many English learners.

Fluency means being able to communicate your ideas without having to stop

and think too much about what you are saying. However, many students

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 also have the goal of achieving speech accuracy. Speaking accurately means

you speak without grammar and vocabulary errors. Many students only

focus on accuracy in improving grammar and vocabulary, students may be

afraid of making mistakes, this makes students embarrassed in speaking

English and as a result students' speaking fluency does not increase,

meaning that even though students learn English well, students also have to

often have conversations in class. On the other hand, students may speak

English very often, this makes students sound very fluent but ignore

mistakes and don't stop to correct them, this can make it difficult for others

to understand what is being said.

3. Lack of Motivation

Many students don't speak English because they don't have a

supportive audience. However, when students start learning to speak

English to get used to it, disengaged listeners make the speaker stop

speaking English. According to (Schuitema et al., 2016), the significant

relation between the students’ perception of their teachers’ autonomy

support and self-regulated learning, being a supportive listener and

understanding that English is an international language as a much-needed

skill helps students' motivation to speak English.

4. Pronounciation

Pronunciation is often a difficult area for students and teachers,

pronunciation is a problem. Students have sounds in English that they don't

know in their own language and are difficult for them to recognize and

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 pronounce. Students may have difficulty pronouncing it even though the

student's vocabulary and grammar are good. Improving a student's

pronunciation in English involves many things. Students need to think about

stress in words and sentences. This means thinking about which syllables

need to be stressed so that the meaning is clear, students also need to think

about intonation.

5. Nervousness and anxiety

Language anxiety is when students feel nervous or worried about

using English, they are afraid of making mistakes or being judged, but

avoiding this problem will only make it bigger and scarier. According to

Sulastri & Ratnawati (2018), speaking anxiety can be reduced by

concentrating on learning English and self-motivation. Teachers must

provide an understanding that this anxiety is rarely visible to others as

students experience it and clear steps students can take to help themselves.

Take a breath, start speaking little by little.

2.1.4 The Use of Internet as the Media of Learning

The Internet is a system of interconnected computer networks. According

to M. Iman Hidayat and Yusnidah (2020:98), the Internet itself is defined as a

computer network that uses Internet Protocol (TCP/IP) which is used to

communicate and share information within a certain scope. According to the

scientific definition, the internet is a vast library containing millions or even billions

of data that can be represented in the form of text, images, audio, animation, or

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other electronic media. With the help of the internet the world is connected, the

internet holds various benefits for humans, these benefits cover various fields

ranging from economics to education. Based on the description above, the internet

can be interpreted as a very extensive information or communication network that

can be used by the international community throughout the world. The role of the

internet in the world of education is widely used to collect information and conduct

research or increase knowledge of various subjects. The Internet has become a

major tool for effective teaching. Media can act as a facilitator in the teaching and

learning process. Media according to Sulastri (2011) is anything that is used to

spread messages from sender to recipient in order to arouse students' interest,

thoughts, feelings and attention and facilitate the learning process. Media effects

are changes that occur in listeners as a result of media exposure. Students' curiosity

in learning something new is one of the reasons media has an impact on education.

These resources are believed to be useful for language teaching and learning.

2.1.5 Disney Channel

Disney Channel is a U.S.-based cable and satellite television network,

launched on April 18, 1983, by The Walt Disney Company. Originally created as a

premium channel targeting families with children, it has since expanded into a

globally recognized brand with a focus on entertainment for kids, teens, and

families. Disney classic films, animated shorts, and family-friendly programming

were Disney Channel's top priorities initially and were moved to standard cable in

1997 to increase viewership.

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 The network is best known for its original content, especially its live-action

series and films. The most popular programs include Lizzie McGuire, Hannah

Montana, That’s So Raven, The Suite Life of Zack & Cody, and Kim Possible.

These shows became cultural sensations, launching careers of stars like Miley

Cyrus and Hilary Duff. The channel also gained fame for its original movies, known

as Disney Channel Original Movies (DCOMs). Films like High School Musical,

The Cheetah Girls, Camp Rock, and Descendants became huge hits, with High

School Musical and Descendants becoming multi-platform franchises. In addition

to live-action series, Disney Channel has also produced popular animated series

such as Kim Possible, Phineas and Ferb, Gravity Falls, and Amphibia. Disney

Channel expanded internationally, creating local versions of the channel in

countries around the world. It also adapted its programming to suit different

cultures and regions while maintaining a core focus on family-friendly

entertainment. In recent years, the channel has adapted to the changing media

landscape while maintaining traditional broadcast television, offering content on

digital platforms, including Disney+ streaming services such as YouTube, where

Disney shares clips, trailers, behind-the-scenes content and full episodes. The

channel is primarily geared toward children and teenager, though its original

movies and some series have appealed to a wider audience, including families and

younger adults. Disney Channel's mix of original content, movies, and international

versions has made it a lasting presence in global children's entertainment.

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2.2 Previous Relevant Study

There are certain relationships between current research and previous research

findings, including:

1. Mark Phel B. Trota, et. al. (2022), “The Influence of Watching English

Cartoons on English Language Acquisition: A Case of Selected Filipino

Preschoolers” This research investigated the influences of English cartoons,

preschoolers’ English language acquistion. The researcher using a

purposive sampling technique, the data were gathered during the four-week

series of home observations and semi-structured in depth interviews

analyzed following the thematic analysis method. As a results revealed that

preschoolers’ English language acquisition is affected by certain factors,

i.e., exposure to multimedia technologies, social relationship/linguistic

environment, motivation, attitudes, and interests of the child. This research

focuses on the influence of watching English cartoons on English Language

Acquisition and does not focus on the effect of using Disney Channel on

students' speaking performance.

2. Andi Asmawati, et.al. (2022), The Effect Of ‘Learn English with Tv Series’

in Increasing Vocabulary Size for the Third Grade Students at SMAN 2

Maros” The aim of this research is the students’ vocabulary taught by using

Learn English with TV Series as a learning medium. The research method

used in this research was pre-experimental with a pre-test and post-test

group design. The instrument used were a multiple-choice, true-false item,

matching test, and vocabulary level test. As a results the students vocabulary

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 size was increased using Learn English with Tv Series. 3. This research

focuses on the effect of learning with TV Series in increasing vocabulary

and does not focus on the effect of using Disney Channel on students'

speaking performance.

3. Alda Indah Permana and Fika Megawati (2021), in their journal entitled

"Disney Movie Soundtrack: Does it Give Effect to Students' Speaking

Skills?" The aim of this research is investigating the effect of Disney film

soundtracks on EFL students' speaking skills. This research uses a quasi-

experimental group method with a non-equivalent control group design. The

findings of this research show that students become more interesting and

motivating after using Disney film soundtracks during learning activities.

The researchers focused on the effect of using Disney movie soundtracks

on students' speaking skills, not on their use of the Disney Channel.

2.3 Conceptual Framework

The conceptual framework underlying in this research is given belom :

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 Students Current Speaking Ability

Treatment by
Disney Channel

Students
Speaking Ability
After Treatment

2.4 Hypothesis

Based on the literature perspective and conceptual framework above, the

researcher states the research hypothesis as follows:

1. H1: There is a significant effect of Disney Channel on YouTube on the

students' speaking performance.

2. H0 : There is no significant effect of Disney Channel on YouTube on the

students' speaking performance.

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 CHAPTER III

RESEARCH METHODS

3.1 Research Design

This research used one group pretest-posttest design which used pre-

experimental research. Because it was carried out with strict monitoring of

confounding variables outside those tested, the researcher must be able to measure

the effect of pre-experimental research through this kind of investigation. There are

two types of variables: dependent and independent. Students' speaking ability is the

dependent variable, and the independent variable is the material design taken from

the Disney Channel on YouTube. The aim of this research is to find out the effect

of Disney Channel on YouTube on the students’ speaking performance.

3.2 Location and Time

This research was located at SMK Budi Agung Medan, Jl. Platina Raya

No.7, Kec. Medan Marelan., Medan, Sumatera Utara starting from class X students

for the 2023/2024 academic year. The reason for choosing this school was because

the researcher finds that tenth grade students have problems in speaking English

and the researcher intends to use Disney Channel which was not yet available in

teaching. The researcher needed a month to conduct research starting from

receiving permission from the Universitas Muhammadiyah Sumatera Utara.

Tabel 3.1 Research Planning and Implementation

2023/2024 Academic Year
Activity
June July August
Initial Observations 26
Plan 6-17
Collection Data 7-2 September

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3.3 Population and Sample

The population of this research was students of X class which consist of 6

classes with 150 students at SMK Budi Agung Medan for the 2024-2025 academic

year. In this case the data will be obtained from the population using purposive

sampling, this means that the researcher takes samples not based on strata, random,

or region, but based on research objectives. The sample of this research was one

class, that is X vocational office management, totaling 25 students at SMK Budi

Agung Medan for the 2024- 2025 academic year.

Tabel 3.2 Population and Sample

Population Total Sample
X-ADP 1 25 X
X-ADP 2 25 X
X-AK 1 25 X
X-AK 2 25 X
X-BD 1 25 25
X-BD 2 25 X
Total 150 25

3.4 Instrument of the Research

The instrument is one of the important steps in conducting this research.

Researcher was an oral test to carry out a speaking test. The researcher would ask

students to make a dialogue consisting of 2 students, then the researcher asked each

group to show the results of the dialogue they had made orally. This test would be

used for pre-test and post-test. The pre-test was given to determine students'

speaking abilities before implementing Disney Channel, and the post-test was given

to determine students' speaking abilities after the use of Disney Channel.

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3.5 Procedure of Collecting The Data

There are some steps taken by the researcher to collected the data:

3.5.1 Pre-Test

The researcher would give a pre-test to assess students' speaking abilities.

Before starting treatment, students would carry out an initial test. The purpose of

this test was to determine students' proficiency in speaking performance.

3.5.2 Treatment

After conducting the pre-test, the researcher would provide treatment to

the students. The researcher would provide motivation and explain the importance

of learning English to students and introduce new learning media through the

YouTube Disney Channel improving students' speaking skills. The treatment was

carried out by providing videos from Disney Channel.

3.5.3 Post-Test

The test was given after treatment in pre-experimental research. It is given

after instructing students how to use Disney Channel in speaking learning. This is

used to assess how well the treatment is working.

3.6 Technique of Analyzing the Data

To analyze achievement, the researcher used SPSS (Statistical Package for

the Social Sciences) software to collect the data from oral tests which were analyzed

quantitatively. Creswell (2012) states that the conventional method of conducting

quantitative research is through the use of pre-experimental design. The researcher

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used statistical tests and techniques in SPSS version 29 which are very relevant to

research in the field of education. The researcher analyzed pre-test and post-test

score data.

The T test was carried out to test the research hypothesis. Graham Hole

(2009), the test enables us to decide whether the mean of one condition is really

different from the mean of another condition. Meanwhile, to get a speaking score,

the researcher would use an assessment scale which includes pronunciation,

grammar, vocabulary, fluency and comprehension based on the oral proficiency

scoring categorized by Brown (2004). Scoring the result of the students’ speaking

skill :

Tabel 3.3 Classifying the score of the student

Score Classification
76-100 Excellent to Good
51-75 Good to Adequate
26-50 Adequate to fair
0-25 Unacceptable-not

21
 CHAPTER IV

RESULTS AND DISCUSSION

4.1 Description of Research Results

To asses the effect of the Disney Channel on the students’ speaking

performance, the researcher performed data analysis by using an oral proficiency

scoring categories, Brown (2001) explained about five criteria in scoring students’

speaking skill through oral test. In this chapter, the researcher showed the result of

the test. The data consisted of one class, that is X digital business vocational,

totaling 10025 students.

Final score : 4P+4G+4V+4F+4C

100 100

Table 4.1 The Score of Pre-test Experimental Group

No Name Criteria Total

P G V F C
1 RR 8 8 8 8 4 36
2 A. BB 8 12 8 8 4 40
3 RAE 8 12 8 8 4 40
4 FSS 4 8 8 4 4 28
5 KH 4 4 4 4 8 24
6 AH 4 8 4 8 4 28
7 FAM 4 4 4 4 4 20
8 LA 4 8 4 8 4 28
9 MA 8 4 4 4 8 28
10 MP 4 8 8 4 4 28
11 BY. S 4 4 4 4 4 20
12 AN 4 4 4 8 4 24
13 ZH 8 4 4 8 8 32
14 SPS 4 4 4 4 4 20
15 SA 4 8 8 4 4 28
16 ZF 4 12 8 8 8 40
17 FA 4 8 12 8 8 40
18 NK 8 8 8 8 4 36
19 PAS.L 8 8 8 8 4 36

22
 20 SA 8 8 4 8 4 32
21 SA 8 4 8 8 4 32
22 AS 4 4 8 8 4 28
23 SA 4 4 4 8 4 24
24 KK. S 4 8 8 4 4 28
25 S 8 8 8 8 4 36

Total Score 756

The researcher will give a pre-test to assess students' speaking abilities

before using Disney Channel. Based on the table, the researcher could take the

highest score in pre-test of the pre-experimental group which was 40, and the lowest

score was 20 with a total pre-test score 756 . and that the mean of Pre-test of the

experimental was 30,24, and the median was 28.

Table 4.2 The Score of Post-test Experimental Group

No Name Criteria Total

P G V F C
1 RR 16 12 16 8 12 64
2 A. BB 16 12 16 12 12 68
3 RAE 16 12 12 8 12 64
4 FSS 12 12 16 4 12 56
5 KH 8 12 12 4 8 44
6 AH 12 12 8 12 12 56
7 FAM 8 12 12 4 4 40
8 LA 16 8 16 12 12 64
9 MA 16 12 16 8 16 68
10 MP 8 12 12 8 4 44
11 BY. S 8 4 12 8 12 44
12 AN 8 4 12 12 4 40
13 ZH 16 4 16 8 12 56
14 SPS 8 8 12 8 4 40
15 SA 12 8 16 8 12 56
16 ZF 16 12 16 12 16 72
17 FA 12 16 16 12 12 68
18 NK 12 12 16 8 12 60
19 PAS.L 12 12 16 12 12 64
20 SA 16 8 16 8 12 60
21 SA 16 16 8 16 8 64

23
 22 AS 8 8 12 12 8 48
23 SA 12 12 16 8 12 60
24 KK. S 8 12 16 8 12 56
25 S 16 12 16 8 12 64

Total Score 1.420

After instructing students how to use Disney Channel, when the data was

analyzed, this shows an increase with a total post-test score was 1.420, the

researcher could take the highest score in post-test which was 72, and the lowest

score was 40. The mean of post-test of the experimental was 56.80, and the median

was 60.

4.1.1 The Effect of Disney Channel

Pre-test Data description

After analyzing the data of the pre-test at SMK Budi Agung Medan in English

class in the speaking material, the highest score in pre-test of the pre-

experimental group was 40 and the lowest score was 20.

Table 4.3 Mean, Median, and Mode of Pre-test

Criteria Score
Mean 30,24
Median 28
Mode 28

The frequency distribution of pre-test data by the oral test of X digital

business vocational students of SMK Budi Agung

Score Frequency Commulative Percentage

Frequency
76-100 0%
51-75 0%
26-50 21 25 84%
0-25 4 25 16%

24
 Total 25 - 100%

From the table above, it is shown that the students who got a score between

0-25 are 4 students or 16% with classification unacceptable-not and from the score

26-50 are 21 students or 84% with classification adequate to fair.

Post-test Data description

After analyzing the data of the post-test at SMK Budi Agung Medan on

English class in the speaking material, the highest score in post-test of the

pre-experimental group was 72, and the lowest score was 40.

Table 4.4 Mean, Median, and Mode of Post-test

Criteria Score
Mean 56.80
Median 60
Mode 64

The frequency distribution of pre-test data by the oral test of X digital

business vocational students at SMK Budi Agung

Score Frequency Commulative Percentage

Frequency
76-100 0%
51-75 18 25 72%
26-50 7 25 28%
0-25 0%
Total 25 - 100%

From the table above, it is shown that the students who got a score between

26-50 are 7 students or 28% with classification adequate to fair, and from the score

51-75 are 18 students or 72% with classification good to adequate.

25
 Based on the explanation above, researchers believe that although students'

speaking abilities were affected by using Disney Channel, their scores improved

after treatment.

Based on the explanation above, researchers conclude that students’ score

improved after treatment, the use of Disney Channel affected students’ speaking

abilities. Most of the students achieved good to adequate criteria with a score 51-7

, and they are 18 out of 25 students.

4.1.2 Testing Hypothesis

The descriptive statistical findings for the two samples was investigated by

presenting pre-test and post-test scores. The average result of students' speaking

ability scores that had been calculated using the score scale is 30.24, while the

average results of students' speaking ability scores that have been calculated using

the score scale is 56.80, which means there has been a higher increase than the pre-

test score. The number of mean score respondents used as research sample was 25

people for the Std. value of pre-test deviation is 6.437 and the Std. value of post-

test deviation is 9.933.

26
 The T-test method was used, According to Ghozali (2018), the T statistical

test basically shows how far the independent variable partially influences the

dependent variable. The method of decision-making provisioning is based on the

following needs;

1. H1: There is a significant effect of the Disney Channel on YouTube on

students' speaking abilities. If the probability value (Sig.) is less than 0.05

(< 0.05)

2. H0 : There is no significant effect of the Disney Channel on YouTube on

students' speaking abilities. If the probability value (Sig.) is greater than

0.05 (>0.05)

In accordance to the data shown, if the probability (Sig.) 0.001 < 0.05, H0

is rejected. This suggests that Disney Channel has greatly enhanced of the students’

speaking performance.

4.1.3 Research Finding,

Based on the results of data analysis, the speaking ability of Budi Agung

Vocational School students has increased which is affected by the use of the Disney

Channel. In this case, it shows that students who study English, especially in

speaking performance j alternative hypothesis was accepted that the influence of

27
using the Disney Channel as a teaching tool had a significant effect on improving

students' speaking performance. In other words, students who are taught using the

Disney Channel method are better than students who use conventional methods.

4.2. Discussion

Researchers used a one group pretest-posttest design which uses pre-

experimental research. The researcher will give a pre-test to assess students'

speaking abilities. Before starting treatment, students will carry out an initial test.

The purpose of this test is to determine students' proficiency in speaking

performance. After conducting the pre-test, the researcher will provide treatment

to the students. The researcher will provide motivation and explain the importance

of learning English to students and introduce new learning media through the

YouTube Disney Channel improving students' speaking skills, According to

Maulana Idris Hari Kissoko & Mulyadi (2021), watching movies with characters

helps students understand and identify context through interaction. They can

practice speaking by imitating the pronunciation in movies for a long time. The

treatment is carried out by providing videos from Disney Channel. The test is given

after treatment in pre-experimental research. Is given after instructing students how

to use Disney Channel in speaking learning. This is used to assess how well the

treatment is working.

From the data obtained based on the pre-test and post-test one group design

tables, the highest score in pre-test of the pre-experimental group was 40 are 21

students with classification adequate to fair and the lowest score was 20 are 4

28
students with classification unacceptable-not. Sementara itu, the highest score in

post-test of the pre-experimental group was 72 are 18 students with classification

good to adequate and the lowest score was 40 are 7 students with classification

adequate to fair. The average result of students' speaking ability scores that have

been calculated using the score scale is 30.24, while the average results of students'

speaking ability scores that have been calculated using the score scale is 56.80,

which means there has been a higher increase than the pre-test score. The data

showed a significant improvement in students' speaking performance from the pre-

test to the post-test. This shows that the use of the Disney Channel is acceptable

and has a positive influence on improving students' speaking performance abilities.

29
 CHAPTER V

CONCLUSION AND SUGESTION

5.1 Conclusion

This research problem stems from real events in the classroom. Based on

the researcher's experience of participating in field of teaching practice (PLP)

activities in the classroom di SMK Budi Agung Medan, some students only focused

on grammar and vocabulary but could not speak English. The researcher also found

that students had low self-confidence in speaking a language, especially English,

many students were worried about making mistakes, or the listeners did not

understand them. This is also supported by learning resources which are only taken

from dictionaries and other relevant books as English learning media. After

utilizing videos from YouTube Disney Channel, students' speaking skills improved

significantly, students' interest in Disney Channel in learning English increases

during class, students appear more confident in front of the class and other students

also participate in conversations, are able to dialogue with sufficient vocabulary

when asked to retell stories with good grammar, this is obtained from the role of

cartoons that attract interest student.

This research can be used as a source of data, guidance, and can be expanded

as additional written material for further research in improving teaching standards.

Of course, this research has many limitations, both in the number of students and

the research period which may have an impact on the research findings that have

been carried out.

30
 The impact of Disney Channel on students' speaking performance was

found in this research, based on the findings H0 was rejected, while H1 was

accepted. Based on these findings, the probability value of the data before and after

the speaking ability test for students using the Disney Channel is Sig (2-tailed) 0.01.

Considering the probability (Sig.) 0.001 < 0.05, then H0 is rejected. Moreover,

these findings clearly show that Disney Channel has improved students' speaking

performance in speaking skills.

5.2 Suggestion

Based on the preeding conclusion, the following recommendations are

deemed prudent for enhancing the instruction of English Speaking. The researcher

hopes that this research can provide the source of information to readers about the

use of Disney Channel on YouTube to increase speaking performance Teacher

Training and Education students’ especially the English Program.

a. For Students; the use of Disney Channel on YouTube can be the source of

English learning media option.

b. For Lectures; it is hoped the result of this research provide the learning

media options for practical education.

c. For other researchers; it is hoped that this research can contribute to

certain research and become a reference for those who are interested or

can be used as comparison material in writing research on the same

subject but different point of view.

31
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34
 APPENDIX LESSON PLAN

Satuan Pendidikan : SMK SWASTA BUDI AGUNG

Mata Pelajaran : Bahasa Inggris
Kelas :X
Standar Kompetensi : 1. Berkomunikasi dengan Bahasa Inggris setara Level Elementary
Alokasi Waktu : 7 x 45 menit
Kompetens Indikator Materi Kegiatan Penilaian Alokas Sumber
i Dasar Pembelajaran Pembelajaran i Belajar
Waktu
1.1 • Mampu • Conversatio Dalam kegiatan • Tes Lisan 7x45 • English
berdialog n daily talk eksplorasi : - Dialog for
Memahami menit
dengan about • Making berpasangan : SMK
percakapan kosakata yang hobbies or dialog Pronounciation (LKS)
cukup, dapat interest with conversatio
sederhana , • Buku
memahami friends n with
sehari-hari dan friends Grammar, lain
• Video from
berpartisipasi • Watching Vocabulary, yang
baik dalam YouTube
dalam and Fluency, relevan
konteks Disney
percakapan comprehend Comprehensio • Video
Channel
professional • Aksen yang video from n dari
dapat YouTube
maupun dimengerti YouTub
Disney
dan kesalahan Channel

35
 pribadi pengucapan Dalam kegiatan e Disney
cukup jarang elaborasi :
dengan Channel
terjadi • Making a
conversation
orang bukan • Membuat
with friends,
struktur secara
penutur asli. then show
akurat,
the results
penguasaan
of the
tata bahasa
dialog they
baik
had made
• Mampu orally.
menggunakan • Identifying
bahasa dengan expressions
lancar di commonly
semua used in front
of the class.
tingkatan dan
• Creating and
berpartisipasi role playing
dalam dialog based
percakapan on the given
apa pun situation
• Dapat • Watching and
comperehend
mendiskusika video from
n minat Disney
khusus Channel
kompetensi • Writing and
dengan cukup make
conclusion
mudah from the video
• Retell in front
of the class

36
 from the video
about, creating
and role
playing

Medan, 2024
Diketahui:
Kepala Sekolah Guru Mata Pelajaran

Pandu Subroto, SE, S.Pd Elsa Fransiska, S.Pd, M.I.Kom

37
THE STUDENTS ANSWEER SHEET

POST-TEST

38
39
40
PRE-TEST

41
42
43
DOCUMENTATION OF RESEARCH

44
45
46
47
48
49
50
51
52
53
54
55