The Impact Of Video Integrated With Bloom’s Taxonomy On The Improvement Of English-Speaking Performance

Butarbutar, Ranta; Sauhenda, Angla Florensy

doi:10.21070/jees.v7i2.1649

Cited by 6 publications

(6 citation statements)

References 19 publications

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“…This points to the potential advantages of including speaking in classroom activities while learning spoken or interactional communication. In other words, speaking can assist students in expressing ideas, gaining background knowledge, seeking clarification, developing motivation, reproducing information, and solving problems (Butarbutar, Leba, & Sauhenda, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Transactional conversations, such as information-gathering interviews, role-play, and discussions, are held to exchange information. These interactions can result in purchasing something from a store or enrolling in URL: www.onlinesciencepublishing.com | February, 2022 school (Butarbutar et al, 2022). In another vein, Saed, Haider, Al-Salman, and Hussein (2021) recognized that creating a video project was extremely effective in improving students' speaking ability during the COVID-19 pandemic in particular.…”

Section: Discussionmentioning

confidence: 99%

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Teachers’ perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival

Butarbutar

Leba

2023

Am J Soc Sci Hum

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The goals of this study are to analyze and provide in-depth detail about how teachers felt and how they taught during the COVID-19 pandemic. The study used a qualitative approach via the Atlas.ti application and used a semi-structured interview to collect data. Five teachers were recruited to answer the research questions to determine what they thought, how they felt, and what they did during the pandemic. To improve the consistency of theme analysis coding (validity or trustworthiness), the study was adjusted based on feedback from external independent reviewers. The results reveal that teaching speaking has a direct effect on four things: (1) the teaching method, (2) the teaching tools, (3) the goals or aims, and (4) how well the students do. As a result, pupils perform better academically, cognitively, and socio-emotionally. This study has flaws, such as the fact that it was conducted in a remote area with few facilities and only used a small sample of teachers with good digital literacy.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Teachers’ perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival

Butarbutar

Leba

2023

Am J Soc Sci Hum

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“…Conceptually, it was about collaborative learning (Odo, Masthoff, & Beacham, 2019)). Students' speaking performances get more assured the more they engage in group projects (Butarbutar, Leba, & Sauhenda, 2022).…”

Section: Discussionmentioning

confidence: 99%

Guided-blended collaborative learning in speaking class: Voices of non-native English teachers and students from eastern Indonesia

2023

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The purpose of this qualitative study is to explore and address two important questions from ten qualified non-native English teachers and five students who have been actively involved as research participants: (1) how non-native English teachers help students improve their English speaking performance through guided-blended collaborative learning, and (2) how non-native English teachers and students view guided-blended collaborative learning as a way of improving students’ English speaking performance. Based on an in-depth interview with five students and an analysis of documents, it is clear that when teachers gave their students both synchronous and asynchronous feedback, the students' speaking skills improved. The data that has been analyzed thematically showed that collaborative learning is successful and should be utilized to teach speaking English as a foreign language, they found, teachers should use the following strategies when teaching GBCL: 1) Mixing synchronous and asynchronous learning; 2) Being guided or controlled by the teachers; 3) Forming groups based on roles; 4) Peer tutoring and evaluation; and 5) Collaborative integrated tasks with technology. In addition, we would like future studies to use real experimental and control class designs to conduct guided blended collaborative learning.

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“…Students' speaking skills are influenced by their pronunciation, grammar, vocabulary, fluency, and comprehensibility. Videos in EFL classrooms can benefit students' speaking skills in terms of their pronunciation, intonation, grammar, vocabulary, fluency, and comprehension Video facilitates participants to improve the meaning and lexical complexity of previous input media (Butarbutar & Sauhenda, 2022). Another great advantage to teaching speaking is the ability of video to cover the nonverbal aspects of communication very effectively.…”

Section: Benefits Of Videos In Speakingmentioning

confidence: 99%

“…A typical issue that most students face is passive learning and a lack of confidence when speaking English. By encouraging students to speak professionally and effectively, video can successfully influence their behavior (Butarbutar & Sauhenda, 2022). According to Dahlstrom-Hakki, Alstad and Banerjee (2020), the usage of video encourages students to participate in discussions more, which makes it simpler to access their cognitive capacities, such as awareness, attention, noticing, and comprehending, which in turn promote speaking skills.…”

Section: Relationship Between Videos and Speaking Performancesmentioning

confidence: 99%

The Effects of Using Videos in English Speaking Lessons on High School Students' Speaking Performance, Kien Giang Province, Vietnam

Dinh,

Phung

2023

EJEL

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Students' speaking abilities are widely thought to play an important role in speaking classes and high school English teachers endeavor to improve their students' speaking performance. The purpose of the current study was to examine whether incorporating videos before and after speaking sessions had a substantial impact on students’ speaking development. The participants were 78 high school students in Kien Giang province. The study used a quasi-experimental mixed-methods design. The participants were organized into two groups: the control group and the experimental group. Both groups underwent a pre-test to check group homogeneity and for later comparison. The students in the experimental group participated in the speaking class where video integration was introduced at the beginning and end of each lesson whereas the students in the control group attended regular speaking classes. The intervention lasted for twelve weeks. A posttest was then given to students of the two groups to check progress in speaking performance. Furthermore, the attitudes of the students in the experimental group were measured using Likert-style questionnaires and semi-structured interviews. Data collected from the pre-test, post-test, and questionnaire were subjected to analysis via SPSS. The findings of the study indicate that the application of videos in speaking classes significantly influenced students' speaking performance. Additionally, students show positive attitudes towards using videos in their speaking classes. Article visualizations:<img src="/-counters-/soc/0053/a.php" alt="Hit counter" />

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The Impact Of Video Integrated With Bloom’s Taxonomy On The Improvement Of English-Speaking Performance

Cited by 6 publications

References 19 publications

Teachers’ perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival

Teachers’ perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival

Guided-blended collaborative learning in speaking class: Voices of non-native English teachers and students from eastern Indonesia

The Effects of Using Videos in English Speaking Lessons on High School Students' Speaking Performance, Kien Giang Province, Vietnam

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