IMPROVING STUDENTS’ ENGLISH PRESENTATION SKILL THROUGH USING VIDEO GUIDED COMMENTS

Aderina Febriana, Tri Ananti Listiana

Abstract


The global need to shift some practices from face to face to online learning or hybrid learning. The way of learning creates new issues for students to collaborate remotely and new challenges in the process of language teaching. Presenting skill as a part of speaking activity is essential to make sure that ideas can be delivered to other people without misunderstanding. The limited time for students and teachers to talk about their presentation performance made it difficult to improve their skill. Using A video application integrated with comments lessens the time giving feedback for a big class, the lesson is done through collaborative learning to help improve students’ presentation skill. The study was conducted to know whether using video application and peer-to-peer guided comments through asynchronous activity could improve presentation skill for EFL students. Through a mixed method research approach the students experienced during the task was tried to be understood. First, the students’ interaction using comments that were guided by four criteria in a 1–2-minute presentation was monitored, and open-ended questions were asked. Following that to provide additional data, questionnaires were administered to 50 students to know more of how the collaboration through guided comments improve their presentation skill. The result showed how the guided comments helped them and the criteria that was mostly helped using this approach.

Full Text:

PDF

References


Baten, R. A., Clark, F., & Hoque, M. (2019). Upskilling Together: How Peer-interaction Influences Speaking-skills Development Online. 2019 8th International Conference on Affective Computing and Intelligent Interaction, ACII 2019.

https://doi.org/10.1109/ACII.2019.8925448

Candy, P. C., Crebert, R. G., & O'leary, J. (1994). Developing lifelong learners through undergraduate education (Vol. 28). Australian Government Pub. Service.

Cohen, A. D. (2014). Strategies in learning and using a second language. In Strategies in Learning and Using a Second Language. https://doi.org/10.4324/9781315833200

Creswell, J. W. (2009). Research design Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications.

Creswell, J. W., & Guetterman, T. C. (2019). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 6th Edition. Pearson.

Fitriani, D. A., Apriliaswati, Rahayu., & Wardah. (2015). A study on student’ s English epeaking problems in speaking performance. Jurnal Pendidikan Dan Pembelajaran Untan, 4(9).

Issitt, S. (2008). Improving scores on the IELTS speaking test. ELT Journal, 62(2). https://doi.org/10.1093/elt/ccl055

Jolliffe, W. (2007). Cooperative learning in the classroom: Putting it into practice. Sage.

Liao, H. C., & Hsu, L. (2014). Using an analytical rubric to improve the writing of EFL college students. Asian EFL Journal, 16(1).

Nicolini, K. M., & Cole, A. W. (2019). Measuring peer feedback in face-to-face and online public-speaking workshops. Communication Teacher, 33(1). https://doi.org/10.1080/17404622.2017.1400678

Razali, S. N., Ahmad, M.H., Noor, H. A. M. (2020). Implication in Learning Interaction in Online Project Based Collaborative Learning. Computational and Theoretical Nanoscience.(Vol. 17, 681-688). https://doi.org/10.1166/jctn.2020.8831

Reinders, H. (2010). Towards a classroom pedagogy for learner autonomy: A framework of independent language learning skills. Australian Journal of Teacher Education, 35(5). https://doi.org/10.14221/ajte.2010v35n5.4

Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. In Language Teaching (Vol. 52, Issue 1). https://doi.org/10.1017/S0261444818000356

Riswandi, D. (2016). Use of YouTube-Based Videos to Improve Students’ Speaking Skill. Proceeding The 2nd International Conference on Teacher Training and Education, 2(1).

Roberts, T.S (2004) Online collaborative learning: Theory and Practice. UK: Idea Group

Publishing.




DOI: http://dx.doi.org/10.32493/.v1i1.17412

Refbacks

  • There are currently no refbacks.