Improving Students’ Speaking Ability Using Vlog Media at SMK Negeri 1 Arjasa

Ersan, Mohammad; Kurnia, Fabiola D.; Fadilah, Eka

doi:10.33258/birci.v5i1.4271

Cited by 3 publications

(9 citation statements)

References 10 publications

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“…The teacher must first give the correct instructions so that students can do the assignments related to making videos. Ersan et al (2022) stated that video vlogs are one of the assignments based on projects that can be applied in language classes. Conducting learning by carrying out hands-on practice will train students to continue to improve the expected abilities, especially in learning English which can be said that there needs to be repeated practice so that communication skills and mastery of English can continue to develop properly, so this video-based learning highly recommended .…”

Section: Project Based Learningmentioning

confidence: 99%

The Use of Small Group Vlog Video Project to Increase Efl Students Confidence in English Presentation

Prayudha.S

2023

jami

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Objective Learning by utilizing technology has become a good alternative in the implementation of teaching and learning activities. The development of learning applications and platforms has also emerged massively to support effective learning, so teachers must be able to maximize the use of this technology in order to develop students' communication and English skills by applying interesting learning methods. One of the learning methods that teachers can apply in integrating technology is by asking students to make a vlog video project about everyday life. Therefore, this study aims to determine the use of the video vlog project method to increase students' confidence in making presentations in English. Materials and Methods. This study uses a qualitative method and uses a descriptive approach to determine the uses and benefits of using the video vlog project method to increase students' confidence in making presentations in English. Data was obtained through collecting various literature related to the use of video vlogs in the form of journals, articles and books. In addition, interviews were also used as a data collection method to three English teachers to find out their perceptions of applying the video vlog method. Data were analyzed through three stages namely, data reduction, data display and conclusion. Results. Learning English using video vlog project method provides different teaching compared to ordinary learning. Students become more independent in making assignments related to the theme of the English language being studied. In addition, by utilizing video vlogs students can improve their speaking skills through video practice they make, learning becomes more creative, students are more actively involved in conversations and have positive results in carrying out presentations using English. It is hoped that teachers can use this method more optimally to continue to encourage and improve students' English proficiency. Conclusion. The use of technology in learning English has become a necessity that must be applied in learning, not only because of the demands of the times but because of the advantages offered by the technology to support the learning process. Thus, the use of vlog video in learning can be utilized by teachers in teaching English because they have advantages that can encourage students to increase their confidence when presenting in English.

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Section: Project Based Learningmentioning

confidence: 99%

The Use of Small Group Vlog Video Project to Increase Efl Students Confidence in English Presentation

Prayudha.S

2023

jami

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“…Additionally, students are expected to be able to learn English speaking skills using vlogs without constantly relying on their teacher or lecturer (Brilianti & Fauzi, 2020). Lastly, according to Ersan et al (2022) , a vlog is also considered effective in encouraging students to actively participate in speaking class. The study strengthens the ideas from Gordon et al (2015) that through technology students have high motivation to learn as it provides active engagement and collaborative teamwork, and it helps students with wider sources.…”

Section: Vlogmentioning

confidence: 99%

“…The writers invited a ratter for collaboration. The students' pre-test and post-test speaking were assessed based on the speaking rubric proposed by Ersan et al (2022) . Because participants had not been exposed to video blogging before the midterm exam, the speaking score for the pre-test was taken from the videos uploaded during the midterm.…”

Section: Research Proceduresmentioning

confidence: 99%

“…The participants' pre-test and post-test were analyzed using a scoring rubric adapted from the comprehensive public speaking competence scoring rubric proposed by Ersan et al (2022) . Even though Ulker (2017) believed that speaking is the hardest skill to evaluate, she also noted that students' performance can be measured quantitatively by using numbers, for example, grades from 1 to 5 (p. 137).…”

Section: Data Analysis Proceduresmentioning

confidence: 99%

“…Even though Ulker (2017) believed that speaking is the hardest skill to evaluate, she also noted that students' performance can be measured quantitatively by using numbers, for example, grades from 1 to 5 (p. 137). This explains why the scoring rubric proposed by Ersan et al (2022) with a score range of 1 to 5, was used by the writers. Non-verbal (eye contact and body language).…”

Section: Data Analysis Proceduresmentioning

confidence: 99%

See 2 more Smart Citations

The Implementation of a Video Blog (Vlog) to Enhance Students’ Speaking Skills

Kinasih,

Nitsa

2023

wej

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Despite its importance, teaching speaking in English classes has become challenging. First, most teachers cannot encourage students to speak English because of a lack of time. Secondly, as a result of their fear of making mistakes, the students rarely engage in English-speaking classes. Similarly, the writers identify this issue when teaching speaking to second-semester English Language and Literature (BBI) students at Universitas Bunda Mulia. The students are reluctant to speak out in class and, when they do, they talk in a very low voice. On top of that, the writers also noticed that the students rely so much on their notes. This study aims to study to what extent vlogs help students to speak English in a class by using Classroom Action Research (CAR). There are 71 participants from the first semester, majoring in English Language and Literature (BBI). The data is taken from questionnaires result, and interviews with samples of the participants. In addition, a ratter is invited for collaboration to assess the pre-test and post-test. The study reveals that vlogs in speaking classes improve students' test scores by encouraging open communication and enhancing confidence, professionalism, and improvability. It helps students practice speaking English in front of an audience.

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How vlogging can build seafarer candidate self-confidence in speaking English

Sari

2023

ELTF

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In 1973 the IMO Sea Security Committee concurred at its twenty-seventh session that English has been used as a common language for navigational purposes. Mix nation languages and lack of proper English communication skill onboard become barriers which had contributed to marine safety and even loss of property onboard. In consequence, seafarer candidates must be able to speak English well so they can avoid misunderstanding on shore-to-ship (and vice versa), ship-to-ship and on-board communications. Nevertheless, this skill becomes a crucial problem for some seafarer candidates who have lack confidence in speaking English. This study was conducted to investigate how vlogging could build the seafarer candidates’ English speaking skills whilst they had a lack of confidence. This research used descriptive qualitative research. It was conducted at Politeknik Maritim Negeri Indonesia. The samples of this study were 28 Marine Engineering students in the third semester. They were from A and B classes. This research used three techniques in collecting data namely questionnaire, observation, and interview. The questionnaire was given in an online form which contained 10 questions. To analyze the data, the writer used Likert scale. The writer also managed observation and an interview by giving them 10 open-ended questions. To support the data, the writer also analyzed the video result. The result of the study showed that Vlogs can be used to improve the seafarer candidate's confidence in speaking English.

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Improving Students’ Speaking Ability Using Vlog Media at SMK Negeri 1 Arjasa

Cited by 3 publications

References 10 publications

The Use of Small Group Vlog Video Project to Increase Efl Students Confidence in English Presentation

The Use of Small Group Vlog Video Project to Increase Efl Students Confidence in English Presentation

The Implementation of a Video Blog (Vlog) to Enhance Students’ Speaking Skills

How vlogging can build seafarer candidate self-confidence in speaking English

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