Examining the Role of Video-Recorded Speaking Task in Enhancing Students’ Oral Productive Skill
Abstract
ABSTRACT
The teaching of speaking in Indonesian schools faces some problems such as limited amount of practice and feedback and students’ anxiety. Addressing this issue, therefore, this study was aimed at examining the role of video-recorded speaking task in improving students’ oral productive skill measured through a speaking test and understand students’ response on the use of the task through a questionnaire. It was a quasi-experimental study, the sample of which was 87 tenth grade students of one senior high selected through a purposive sampling technique and randomly assigned into experimental and controlled classes. The test served as a pretest administered at the beginning and as a posttest distributed at the end of the treatment, which data were analyzed using t-test. The effectiveness of the treatment was analyzed from the posttest and gained scores, which findings revealed higher achievements of the experimental group. In addition, students were happy to do this task. These findings mean that video-recorded speaking task play roles in enhancing students’ oral productive skill and support previous studies on the effectiveness of video-recorded speaking tasks.
ABSTRAK
Pengajaran berbicara di banyak sekolah di Indonesia menghadapi berbagai masalah, diantaranya terbatasnya waktu untuk praktik keterampilan berbicara dan feedback oleh guru serta keengganan siswa untuk berlatih. Untuk menjawab tantangan, studi ini ditujukan untuk menguji peran tugas berbicara yang divideokan dan pendapat siswa terhadap diberlakukannya tugas ini. Studi ini menggunakan desain kuasi-experiment dengan purposive sampling yang kemudian secara acak dibagi menjadi kelas eksperimen dan kelas kontrol. Tes dilakukan 2 kali sebagai pretest dan posttest, di mana data posttest dan gain score dianalisis menggunaan uji t-test. Hasil analisis menunjukkan bahwa nilai keterampilan berbicara kelas eksperimen secara signifikan lebih tinggi. Selain itu, siswa juga senang mengerjakan tugas ini. Temuan ini menunjukkan bahwa pemberian tugas berbicara dengan divideokan bisa meningkatkan kemampuan produktif secara oral dan mendukung temuan terdahulu terkait efektifitas tugas berbicara yang divideokan.
How to Cite: Azkiyah, S. N., Rahayu, R. (2018). Examining the Role of Video-Recorded Speaking Task in Enhancing Students’ Oral Productive Skill. IJEE (Indonesian Journal of English Education), 5(2), 204-218. doi:10.15408/ijee.v5i2.11193.
Keywords
References
Azkiyah, S.N., Doolaard, S., Creemers, B.P.M., & Van Der Werf, M.P.C. (2014). The effects of two intervention programs on teaching quality and student achievement. Journal of Classroom Interaction, 49(1), 4 – 11.
Canale, M. & Swain, M.(1980). Theoritical bases of communicative approach to second language teaching and testing. Applied Linguistic, 1(1), 1 – 43. doi:10.1093/applin/I.1.1. Retrieved from http://applij.oxfordjournals.org/.
Castañeda, M., & Rodríguez-González, E. (2011). L2 speaking self-ability perceptions through multiple video speech drafts. Hispania, 94(3), 483-501. doi: 10.1353/hpn.2011.0066. Retrieved from http://www.jstor.org/stable/23032122.
Chambers, L. & Dean, C. (2000). Noteworthy perspectives on implementing standards-based education. Washington D.C.: Mid-Continent Research for Education, and Learning.
Chen & Hsu. (2008). Personalized intelligent mobile learning system for supporting effective english learning. Educational Technology & Society, 11(3), 153-180 .doi: 10.1109/ICSMC.2006.385081. Retrieved from http://www.jstor.org/stable/jeductechsoci.11.3.153.
Cheng, Han-Yin. (2008).The effects of the role play instructional model on Taiwanese ESL students' learning attitude, social skill and oral performance. La Sierra University.
Cohen, L., Manion, L. and Morrison, K. (2000). Research Methods in Education, 5th ed. London and New York: Routledge Falmer.
Crystal, D. (2003). English as a global language, 2nd ed. Cambridge: Cambridge University Press.
Dal, M. (2012). Digital video production and foreign language learning. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2012. Association for the Advancement of Computing in Education (AACE). Retrieved from www.learntechlib.org
Donough, Mc., & Shaw, C. (1993). Materials and methods in ELT; A teacher’s guide. Oxford: Blackwell.
Dowson, M., McInerney, D. M., & Van Etten. (2007). The state of play in standards and standards reform. In McInerney, D. M., Van Etten, S., & Dowson, M. Standards in education. Charlotte, NC: Information Age Publishing.
Fulcher, G. (2003). Testing second language speaking. NewYork: Pearson Longman
Gebhard, Jerry G. (2006). Teaching English as a foreign language or second language. Michigan: University of Michigan Press.
Gromik, Nicholas. (2013). Investigation of the cellphone video recording feature by Japanese undergraduate EFL learners. Unpublished Ph.D Thesis. James Cook University. Retrieved from http://researchonline.jcu.edu.au/40269/.
Gunn, Amanda M. (2007, August 10). Relational communication as a central focus for the "Communication Across the Curriculum" initiative. Across the Disciplines, 4. Retrieved from https://wac.colostate.edu/atd/articles/gunn2007.cfm.
Hamideh, A., Rostampour, M., Abdorahimzadeh, S.J. (2015).The role of brainstorming In enhancing Iranian EFL learners' speaking progress and achievement. Modern Journal of Language Teaching Methods 5(2),157-158.
Harmer, J. (1991). The Practice of English language teaching. London: Longman.
Harris, David P. (1969). Testing English as a foreign language. New York: McGraw-Hill Publishing Company Ltd.
Jeng, Y.-L., Wu, T.-T., Huang, Y.-M., Tan, Q. & Yang, S. J. H. (2010). The add-on impact of mobile applications in learning strategies: a review study. Educational Technology & Society, 13, 3—11. Retrieved from http://www.jstor.org/stable/jeductechsoci.13.3.3.
Karasic, V.M. & Vedantham, A. (2015). Video creation tools for language learning: lessons learned. Scholarship at Penn Libraries, Paper 87, 107—128. Retrieved from http://repository.upenn.edu/library_papers/87.
Liu, M. (2009). Reticence and anxiety in oral English lessons. Bern: Peter Lang.
Liu, Xu.(2013) Arousing the college students' motivation in speaking english through role-play. International Education Studies, 3(1).136—144. doi: 10.5539/ies.v3n1p136 Retrieved from files.eric.ed.gov/fulltext/EJ1066066.pdf.
Marwan, A.(2008). The exploration of factors triggering foreign language anxiety: learners’ voice. TEFLIN (Teaching English as a Foreign Language in Indonesia) Journal, 19(2), 119-126.
Miangah,T. M. & Nezarat, A.(2012). Mobile-assisted language learning. International Journal of Distribution and Parallel System, 3(1), 310-319. doi: 10.5121/ijdps.2012.3126.
Morreale, S. P., & Pearson, J. C. (2008). Why communication education is important: The centrality of the discipline in the 21st century. Communication Education, 57(2), 224-240. doi:10.1080/03634520701861713.
Oxford, R. (2002). Sources of variation in language learning. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics, 245-252. Oxford: Oxford University Press.
ÖztÜrk, G., & GÜrbÜz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of Language and Linguistic Studies, 10(1), 1–17.
Pishkar, K., Moinzadeh, A., & Dabaghi, A. (2017). Modern english drama and the students’ fluency and accuracy of speaking. English Language Teaching 10(8), 69 -77.
Richard, J.C. & Rodgers, T.S. (2001). Approaches and methods in language teaching: A description and analysi. New York: Cambridge University Press.
Shahsavar, Z. & Tan, B. H. (2011). Does cognitive style affect bloggers’ attitude in an online learning environment? GEMA Online™ Journal of Language Studies, 11(1), 159-171.
Sturiale, K.A. (2013). Teaching public speaking skills through theater activities. Unpublished Dissertation. California: Saint Mary's College of California.
Tai. Y. (2012). Contextualizing a MALL: practice design and evaluation. Educational Teachnology & Society, 15(2), 220—230. Retrieved from http://www.jstor.org/stable/jeductechsoci.15.2.220.
Urrutia León, W., & Vega Cely, E. (2010). Encouraging teenagers to improve speaking skills through games in a Colombian public school. PROFILE Issues in Teachers' Professional Development, 12(1), 11-31.
Yarahmadi, S., Bonyadi, A. & Rimaninikou, F. (2015).The effect of discussion-based activities on the speaking ability of iranian intermediate EFL female English learners. Modern Journal of Language Teaching Methods, 5(2), 412-413.
DOI: 10.15408/ijee.v5i2.11193
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
