Video Project Model for Increasing English Speaking Skills in Covid-19 Pandemic

Rifari Baron

doi:10.35445/alishlah.v13i1.479

Video Project Model for Increasing English Speaking Skills in Covid-19 Pandemic

Rifari Baron

Abstract

The purpose of the study was to know the increase of English speaking using video project. Moreover, the covid-19 pandemic era needs a learning process that can give appropriate facility for online learning. The method of study used one-group experimental. The participant was 25 students that are taken randomly. Data analysis used paired sample t-test. The results showed that there was an increase in the ability to speak English. From each component of the ability to speak English, the average score also increased. This has implications for understanding the concept of using facilities or appropriate learning methods. The concept of learning and teaching management must be by the backgrounds and needs of students.

Keywords

English; Speaking; Video

Full Text:

PDF

References

Aksel, A., & Gürman-Kahraman, F. (2014). Video Project Assignments and their Effectiveness on Foreign Language Learning. Procedia - Social and Behavioral Sciences, 141, 319–324. https://doi.org/10.1016/J.SBSPRO.2014.05.055

Alias, N., Rosman, F., Rahman, M. N. A., & Dewitt, D. (2015). The Potential of Video Game in Malay Language Learning for Foreign Students in a Public Higher Education Institution. Procedia - Social and Behavioral Sciences, 176, 1020–1027. https://doi.org/10.1016/J.SBSPRO.2015.01.573

Allen, M. (2017). The SAGE Encyclopedia of Communication Research Methods. The SAGE Encyclopedia of Communication Research Methods. SAGE Publications, Inc. https://doi.org/10.4135/9781483381411

Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Domingo, M. G., & Garganté, A. B. (2016). Exploring the use of educational technology in primary education: Teachers’ perception of mobile technology learning impacts and applications’ use in the classroom. Computers in Human Behavior, 56, 21–28. https://doi.org/10.1016/J.CHB.2015.11.023

Gunada, I. W. S. (2017). Using YouTube Video; An IT-based Media to Improve Students’ Speaking Skill.

Heflin, H., Shewmaker, J., & Nguyen, J. (2017). Impact of mobile technology on student attitudes, engagement, and learning. Computers & Education, 107, 91–99. https://doi.org/10.1016/J.COMPEDU.2017.01.006

Hinkel, E. (2018). Teaching Speaking in Integrated-Skills Classes. In The TESOL Encyclopedia of English Language Teaching (pp. 1–6). Hoboken, NJ, USA: John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0256

Kartikasari, N. (2018). The Implementation of Project Based Learning by Making Vlog in Teaching Speaking of Recount Text for Junior High School. RETAIN, 6(3).

Lai, J. W. M., & Bower, M. (2019). How is the use of technology in education evaluated? A systematic review. Computers & Education, 133, 27–42. https://doi.org/10.1016/J.COMPEDU.2019.01.010

Lee, C., Yeung, A. S., & Ip, T. (2017). University english language learners’ readiness to use computer technology for self-directed learning. System, 67, 99–110. https://doi.org/10.1016/J.SYSTEM.2017.05.001

Lee, Y. J., & Liang, J.-C. (2012). Using Video Technology to Diagnose EFL Students’ Cognitive Learning Difficulties in Public Speaking. Procedia - Social and Behavioral Sciences, 64, 671–680. https://doi.org/10.1016/J.SBSPRO.2012.11.079

Mohammadian, Amir|Saed, Amin|Shahi, Y. (2018). The Effect of Using Video Technology on Improving Reading Comprehension of Iranian Intermediate EFL Learners. Advances in Language and Literary Studies, 9(2), 17–23. Retrieved from https://eric.ed.gov/?id=EJ1178257

Moreno, A. I., & Vermeulen, A. (2015). Using VISP (VIdeos for SPeaking), a Mobile App Based on Audio Description, to Promote English Language Learning among Spanish Students: A Case Study. Procedia - Social and Behavioral Sciences, 178, 132–138. https://doi.org/10.1016/j.sbspro.2015.03.169

Rahmawati, Y., & Ertin. (2014). Developing Assessment for Speaking. IJEE, 1(2), 199–210.

Riswandi, D. (2016). Use of YouTube-Based Videos to Improve Students’ Speaking Skill. In Proceeding The 2nd International Conference On Teacher Training and Education (Vol. 2, p. 269). J.C. Huber. Retrieved from https://jurnal.uns.ac.id/ictte/article/view/8150

Saeed, K. M., Khaksari, M., Eng, L. S., & Ghani, A. M. A. (2016). The Role of Learner-learner Interaction in the Development of Speaking Skills. Theory and Practice in Language Studies, 6(2), 235. https://doi.org/10.17507/tpls.0602.03

Sayuri, S. (2016). Problems in Speaking Faced By EFL Students of Mulawarman University. Indonesian Journal of EFL and Linguistics, 1(1), 47–61. https://doi.org/10.21462/ijefll.v1i1.4

Shatalebi, B., Sharifi, S., & Javadi, H. (2011). An integrative teaching model in the globalization era with a teaching technology orientation. In Procedia - Social and Behavioral Sciences (Vol. 28, pp. 189–193). Elsevier. https://doi.org/10.1016/j.sbspro.2011.11.036

Taguchi, N. (2015). “Contextually” speaking: A survey of pragmatic learning abroad, in class, and online. System, 48, 3–20. https://doi.org/10.1016/J.SYSTEM.2014.09.001

Toh, W., & Kirschner, D. (2020). Self-directed learning in video games, affordances and pedagogical implications for teaching and learning. Computers and Education, 154. https://doi.org/10.1016/j.compedu.2020.103912

Walsh, J. N., & Rísquez, A. (2020). Using cluster analysis to explore the engagement with a flipped classroom of native and non-native English-speaking management students. International Journal of Management Education, 18(2), 100381. https://doi.org/10.1016/j.ijme.2020.100381

DOI: https://doi.org/10.35445/alishlah.v13i1.479