Teaching Using YouTube Tutorial Video to Improve Students’ Speaking Skills

Ida Prasetiyaning Jati, Ali Saukah, Nunung Suryati

Abstract


Abstract: This study aimed at researching how YouTube Tutorial Videos can improve students’ speaking skill in performing procedure text. It employs Collaborative Action Research adapting Kemmis and Taggart design, which covers 1) planning, 2) implementing, 3) observing, 4) reflecting. Result of the study showed that the students’ speaking skill was improving in three aspects 1) accuracy, 2) fluency, 3) performance. However, it was revealed that native English speaker (NES) videos are not helpful for the students, especially the low-level student. Non-native English speaker (NNES) videos were more helpful for the students because they tend to speak slower with clearer articulation.
Key Words: youtube tutorial videos, speaking, procedure text

Abstrak: Penelitian bertujuan mengetahui bagaimana video tutorial YouTube dapat meningkatkan kemampuan berbicara siswa dalam menampilkan teks prosedur. Penelitian ini mengadaptasi desain penelitian tindakan kelas dari Kemmis dan Taggart, yang meliputi 1) perencanaan, 2) pelaksanaan, 3) observasi, 4) refleksi. Hasil penelitian menunjukkan bahwa kemampuan berbicara siswa meningkat dalam 3 aspek, yaitu 1) ketepatan, 2) kelancaran, dan 3) penampilan. Ditemukan juga bahwa video dengan penutur bahasa Inggris asli kurang bermanfaat bagi siswa terutama siswa yang berkemampuan rendah. Sebaliknya, yang bukan penutur asli lebih bermanfaat bagi siswa.
Kata kunci: video tutorial youtube, berbicara, teks prosedur


Keywords


youtube tutorial videos; speaking; procedure text

Full Text:

PDF

References


Al Hosni, S. (2014). Speaking difficulties encountered by young EFL learners. International Journal on Studies in English Language and Literature (IJSELL), 2(6), 22–30.

Alwehaibi, H. O. 2015. The impact of using YouTube in EFL classroom on enhancing EFL students’ content learning. Journal of College Teaching & Learning–Second Quarter, 12(2), 121–126.

Atas, M. 2014. The reduction of speaking anxiety in EFL learners through drama. Procedia-Social and Behavioral Sciences vol. 176, 961–969.

Bal-Gezegin, B. (2014). An investigation of using video vs. audio for teaching vocabulary. Procedia-Social and Behavioral Sciences, 143, 450–457.

Baþal, A., Gülözer, K., & Demir, Ý. (2015). Use of video and audio texts in EFL listening test. Journal of Education and Training Studies, 3(6), 83–89.

Bilal, H. A., Rehman, A., Rashid, A., Adnan, R., & Abbas, M. (2013). Problems in speaking English with L2 learners of rural area schools of Pakistan. Language in India, 13(10), 1220–1235.

Brophy, J. E. (Ed.). (2004). Using video in teacher education (Vol. 10). Amsterdam: Elsevier.

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. Longman.

Burns, A. & Joyce, H. 1997. Focus on speaking. Sydney: Macquire University Press.

Crawford, A., Saul, W., & Mathews, S. R. (2005). Teaching and learning strategies for the thinking classroom. IDEA.

Cutrone, P. (2009). Overcoming Japanese EFL learners’ fear of speaking. Language studies working papers, 1, 55–63.

Gurvitch, R., & Lund, J. (2014). Animated video clips: Learning in the current generation. Journal of Physical Education, Recreation and Dance, 85(5), 8–17.

Harmer, J. (2001). How to teach English, seventh impression. Malaysia: Longman.

Kayaoðlu, M. N., & Saðlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Journal of History Culture and Art Research, 2(2), 142–160.

Kemmis, S., McTaggart, R., & Nixon, R. (2013). The action research planner: Doing critical participatory action research. Springer Science & Business Media.

Koumi, J. (2006). Designing video and multimedia for open and flexible learning. Routledge.

Krashen, S., Dulay, H., & Burt, M. (1982). Language two. Nova Iorque: Oxford University Press.

Król, W. (2013). Research communiqué on the use of animated cartoons in teaching English to children with disorders and disabilities. Procedia-Social and Behavioral Sciences, 106, 2259–2268.

Lacina, J. (2004). Technology in the classroom: promoting language acquisitions: technology and English language learners. Childhood Education, 81(2), 113–115.

Lin, L. L. (2009). Technology and second language learning. Online Submission.

Marzá, N. E. (2014). Pronunciation and comprehension of oral English in the English as a foreign language class: Key aspects, students’ perceptions and proposals. Journal of Language Teaching and Research, 5(2), 262–273.

Morat, B. N & Abidin M. J. Z. (2011). The use of video in ESL teaching and learning: Youtube’s potential as a resource. 11(2), 94–104

Mylläri, J., Kynäslahti, H., Vesterinen, O., Vahtivuori-Hänninen, S., Lipponen, L., & Tella, S. (2011). Students’ pedagogical thinking and the use of ICTs in teaching. Scandinavian Journal of Educational Research, 55(5), 537–550.

Nation, I.S.P & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.

Ni’mah, U. (2012). Storytelling strategy with video animations to improve the speaking ability of the second year students of MA YTP Kertosono-Nganjuk (Unpublished master’s thesis). Universitas Negeri Malang, Indonesia.

Nunan, D.(1988). The learner–centered curriculum. Cambridge: Cambridge University Press.

O’Mally, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners: Practical approaches for teachers. Addison-Wesley Publishing.

Palmer, E. (2014). Teaching the core skills of listening and speaking. ASCD.

Priajana, N. (2010). The use of video to improve the speaking skill of the fourth semester students of State Institute for Islamic Studies (IAIN) Cirebon (Unpublished master’s thesis). Universitas Negeri Malang, Indonesia.

Purnomo, H. (2013). Improving the speaking skill of the eleventh graders of SMKN 1 Blitar through YouTube videos (Unpublished master’s thesis). Universitas Negeri Malang, Indonesia.

Richards, J. C. (2008). Teaching listening and speaking. Cambridge, England: Cambridge university press.

Saleng, M. (2014). The Implementation of video learning to improve speaking ability. e-Journal of ELTS (English Language Teaching Society), 2(3).

Sari, N. P. (2015). Newfangled theme-based animation: Media for English young learners with intercultural consideration (Unpublished master’s thesis). Universitas Negeri Malang, Indonesia.

Shrosbree, M. (2008). Digital video in the language classroom . The JALT CALL Journal, 4(1), 75–84.

Ur, P. (1996). A course in language teaching: Theory and practice. UK: Cambridge University Press.

Walkinshaw, I., & Oanh, D. H. (2014). Native and non-native English language teachers: Student perceptions in Vietnam and Japan. Sage Open, 4(2), 2158244014534451.

Wang, X. N. (2010). On the use of video clips in college English teaching. Canadian Social Science, 3(2), 84–86.

Woottipong, K. (2014). Effect of using video materials in the teaching of listening skills for university students. International Journal of Linguistics, 6(4), 200–212

York, J. (2011). Reasons for using YouTube in the language classroom including practical usage examples. The Jalt Call Journal, 7(2), 207–215.

Zuniga-Dunlap, C. (2014). Helping English language learners succeed. Teacher Created Materials.




Copyright (c) 2019 Jurnal Pendidikan Humaniora

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


Jurnal Pendidikan Humaniora

Education Journal Of Social Sciences

Graduate School Of Universitas Negeri Malang

Lisensi Creative Commons

JPH is licensed under Creative Commons Attribution-ShareAlike 4.0 International License