Video Project and Social Media: A Collaboration for Shaping Learner’s Speaking Ability

Maria Puspa Sari(1*),

(1) Akamigas Polytechnic of Palembang
(*) Corresponding Author




DOI: https://doi.org/10.26858/eltww.v11i1.41474

Abstract


Over the past two decades, technology has been widely harnessed in English language teaching for the sake of learners’ quality. This research was conducted to figure out if there was significant difference of the speaking achievement between students who uploaded their video projects online and those who did not. This study was an experimental study harnessing video project combined with social media, Instagram, as the treatment. Two groups of mining students consisting 52 participants were selected randomly and categorized into experimental and control group. Mining students were selected in this study as the college, Akamigas Polytechnic of Palembang, where this study conducted demands the learners to speak English in the campus. The results from Wilcoxon test revealed that posting video online showed a statistically significant change in the speaking performance of the experimental group (Z = -4.207, p = 0.000). Finally, significant difference in the speaking skill was also found between the two groups shown by the result of Mann Whitney Test where the sig. value was 0.029 lower than 0.05. In conclusion, this study revealed that video project was absolutely effective to boost learners’ speaking skill. However, posting them on Instagram is more effective and meaningful

Keywords


speaking skill;video project; social media

Full Text:

PDF

References


Abdelraheem, A. Y. & Ahmed, A. M. (2015). Electronic social media in teaching: Asages, benefits, and barriers as viewed by Sudanese faculty members. American International Journal of Social Science, 4(5), 58-68. Retrieved from https://pdfs.semanticscholar.org/

Alfaki, I. M. & Alharthy, K. (2014). Towards a digital world: Using social networks to promote learner’s language. American International Journal of Contemporary Research, 4(10), 105-114. Retrieved from www.aijcrnet.com/journals/

Dunn, L. E. (2013). Teaching in higher education: Can social media enhance learning experience? Interdisciplinary Science Education, Technologies and Learning - The University of Glasgow. Retrieved from https://www.gla.ac.uk/media/media_276225_en.pdf

Greene, H. & Crespi, C. (2012). The value of student created videos in the college classroom – An exploratory study in marketing and accounting. International Journal of Arts & Sciences, 5(1), 273–283. Retrieved from https://www.internationaljournal.org/

Huang, H. (2015). The effects of video projects on EFL learners’ language learning and motivation: An evaluative study. International Journal of Computer-Assisted Language Learning and Teaching, 5(1), 53-70. Retrieved from https://pdfs.semanticscholar.org/

Kearney, M., & Schuck, S. (2004). Authentic learning through the use of digital video. Retrieved from https://www.researchgate.net/publication/

Kuswardani, N. & Wahyuni, R. B. (2013). Encouraging students in speaking through videoing activity. The 3rd International Conference on Foreign Language Learning and Teaching, 2(1,: 248-255. Retrieved from

www.litu.tu.ac.th

Laerd Statistics (n. d). Mann-Whitney U Test using SPSS statistics (Website post). Retrieved from http://statistics.laerd.com/spss-tutorials/mann-whitney-u-test-using-spss-statistics.php

McGovern, J. (1983). Video applications in English language teaching. England, UK: Pergamon Press.

Paulsen, M & Tække, J. (2013). Social media and teaching – Education in the new media environment. Paper presented at the 40th Anniversary Nordmedia Conference: Defending democracy. Oslo and Akershus University College, Oslo 18-11 August 2013 Retrieved from https://pure.au.dk/

RVC. (2017). The state of social media and messaging in Asia Pacific: Trends and statistics. Retrieved from https://www.rvc.ru

Saleng, M. A. S., Manurung, K., & Darmawan. (2014). The implementation of video learning to improve speaking ability. E-Journal of English Language Teaching Society (ELTS), 2(3), 1-14. Retrieved from www.jurnal.uns.ac.id.

Samano, A. P. (2014). Learning English in the social media: A source to keep learning outside of the classroom. Angloamericano Grupo Educativo. DOI: 10.13140/2.1.4365.0568. Retrieved from https://www.researchgate.net/

Thorne, S. L. (2009). Community, semiotic flows, and mediated contribution to activity. Language Teaching, 42(1), 81–94. Retrieved from https://pdxscholar.library.pdx.edu/

Wang, X. (2014). Improving English skills through video: A conversation-based curriculum for Chinese EFL adult learners. Master's Projects and Capstones. 88. (Master’s Thesis, The University of san Francisco). Retrieved from https://repository.usfca.edu/

Wu, H.-J., & Wu, P.-L. (2011). Learners' perceptions on the use of blogs for EFL learning. US-China Education Review, 1(3), 323–330. Retrieved from https://files.eric.ed.gov/fulltext/ED545624.pdf

Yeo, M. M. L. (2014). Social media and social networking applications for teaching and learning. European Journal of Science and Mathematics Education, 2(1), 53-62. Retrieved from https://files.eric.ed.gov/fulltext/EJ1107719.pdf


Article Metrics

Abstract view : 13 times | PDF view : 4 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

View My Stats

Published by:

Pascasarjana, Universitas Negeri Makassar

Jalan Bonto Langkasa, Banta-Bantaeng, Rappocini, Banta-Bantaeng, Kec. Rappocini, Kota Makassar, Sulawesi Selatan 90222
[email protected]

E-ISSN: 2503-2291

P-ISSN: 2303-3037


ELT Worldwide: Journal of English Language Teaching is licensed under a Creative Commons Attribution-NonCommercial- 4.0 International License.