40
C. Theoretical Framework
The utilization of technology in foreign language classroom has been in a trend nowadays to optimize the learning process within the classrooms. The
technological devices which are considered effective in assisting foreign language learners to learn speaking are those which can video tape students speaking
performance. The employment of video recordings is, then, expected to be able to foster language acquisition, namely developing students speaking accuracy and
fluency for it offers more benefits which are absent in the regular classrooms. It promotes student self-correction and awareness leading to autonomy. More to the
point, they can watch peers’ speaking performance which leads to the presence of peer feedback enabling them to exchange language knowledge. Watching video-
recorded speaking performance may give precise feedback in terms of fluency and accuracy as students can watch them several times, and immediate feedback since
no feedback interrupting the students’ mid-flow occurs. The opportunities to learn flexibly outside the classroom and to refine or rehearse their speaking
performance are possible. These aspects correspond to the four strands proposed by Nation 2007, which should be in a language course to achieve the learning
goals; namely fluent control of the sound, spelling, vocabulary, grammar, and discourse features of the language used to communicate effectively. The four
strands include meaning-focused input, language-focused learning, meaning- focused output, and fluency development.
Thus, this study conducted a research to analyze the effectiveness of video recording students speaking assignments to facilitate students speaking accuracy
and fluency using the result of pre-test and post-test. The hypotheses are made in
41 this study in order to answer the first and second research question: 1 Is the
students’ speaking accuracy in the video-recording-facilitated English class better than that of the students in the regular English class? 2 Is the students’ speaking
fluency in the video-recording-facilitated English class better than that of the students in the regular English class? Statistically, the alternative hypotheses are
as follows: 1. Students’ speaking accuracy in the video-recordings-facilitated English class is
better than students’ speaking accuracy in the regular English class. Hi = e c
2. Students’ speaking fluency in the video-recordings-facilitated English class is better than students’ speaking accuracy in the regular English class.
Hi = e c As the first and second research questions in this study were to answer
whether the students’ accuracy and fluency became better, the researcher needed to provide a rubric to indicate the level of the students’ speaking accuracy and
fluency. Thus, the elements of accuracy are based on Bygate 1998 and Skehan 1996 as well as Harmer 2007, consisting of grammar, pronunciation, and
vocabulary. The elements of fluency encompassing speed of delivery, language intelligibility, and infrequent occurrence of pauses and hesitations smoothness of
speech delivery are primarily according to Diyyab, Haq, and Aly 2013. Therefore, the rubric used is based on IELTS speaking descriptors from IELTS
International English Language Testing System because it corresponds with the elements of accuracy and fluency defined in this study. The rubric is presented in
table 2.1 as follows:
42
Table 2.1 The Rubric of Speaking Accuracy and Fluency IELTS, 2009
DESCRIPTORS
AC CU
RA CY
GR AM
M AR
1 No communication possible
No ratable language 2
Cannot produce basic sentence forms. 3
Attempts basic sentence forms but with limited success, or relies on apparently memorized utterances.
Makes numerous errors except in memorized expressions. 4
Produces basic sentence forms and some correct simple sentences but subordinate structures are rare.
Errors are frequent and may lead to misunderstanding. 5
Produces basic sentence forms with reasonable accuracy. Uses limited range of more complex structures, but these usually
contain errors and may cause some comprehension problems. 6
Uses a mix of simple and complex structures, but with limited flexibility.
May make frequent mistakes with complex structures, though these rarely cause comprehension problems.
7 Uses a range of complex structures with some flexibility.
Frequently produces error-free sentences though some grammatical mistakes persist.
8 Uses a wide range of structures flexibly.
Produces a majority of error-free sentences with only rare occasional inappropriacies or basicnonsystematic errors.
9 Uses a full range of structures naturally and appropriately.
Produces consistently accurate structure apart from ‘slips’ characteristic of native speaker speech.
VO CA
BU LA
RY 1
No communication possible No ratable language
2 Only produces isolated words or memorized utterances.
3 Uses simple vocabulary and has insufficient vocabulary to talk about
the topic. 4
Is able to talk about the topic but makes frequent errors in word choice.
Rarely attempts paraphrase. 5
Manages to talk about the topics but uses vocabulary with limited flexibility.
Attempts to use paraphrase but with mixed success. 6
Has a wide enough vocabulary to discuss the topics at length and make meaning clear in spite of inappropriacies.
Generally paraphrase successfully. 7
Uses vocabulary resource flexibly to discuss the topics. Uses some less common and idiomatic vocabulary and shows some
awareness of style and collocation, with some inappropriate choices. Uses paraphrase effectively.
43
8 Uses a wide vocabulary resource readily and flexibly to convey
precise meaning. Uses less common and idiomatic vocabulary skillfully, with
occasional inaccuracies. Uses paraphrase effectively as required.
9 Uses vocabulary with full flexibility and precision in all topics.
Uses idiomatic language naturally and accurately.
PR ON
UN CI
AT IO
N 1
No communication possible No ratable language
2 Speech is often unintelligible.
3 Shows the feature of Band 2 and some, but not all, of the positive
features of Band 4. 4
Uses a limited range of pronunciation features. Attempts to control features but lapses are frequent.
Mispronunciation is frequent and causes some difficulty for the listener.
5 Shows all the positive features of Band 4 and some, but not all, of
the positive features of Band 6. 6
Uses a range of pronunciation features with mix control. Shows some effective use of features but this is not sustained.
Can generally be understood throughout, though mispronunciation of individual words or sounds reduces clarity at times.
7 Shows all the positive features of Band 6 and some, but not all, of
the positive features of Band 8. 8
Uses a wide range of pronunciation features with only occasional lapses.
Is easy to understand throughout; L1 accent has minimal effect on intelligibility.
9 Uses a full range of pronunciation features with precision and
subtlety. Sustains flexible use of features throughout.
Is effortless to understand.
FL UE
NC Y
SP EE
D R AT
E, D EL
IV ER
Y,
IN TE
LL IG
IB IL
IT Y
1 No communication possible.
No rateable language. 2
Pauses lengthily before most words. Little communication possible.
3 Speaks with long pauses.
Has limited ability to link simple sentences. Gives only simple responses and is frequently unable to convey
basic messages. 4
Cannot respond without noticeable pauses and may speak slowly with frequent repetition and self-correction.
Links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence.
5 Usually maintains flow of speech but uses repetition, self correction
andor slow speech to keep going. May over-use certain connectives and discourse markers.
Produces simple speech fluently, but more complex communication causes fluency problems.
44
6 Is willing to speak at length, though may lose coherence at times due
to occasional repetition, self correction or hesitation. Uses a range of connectives and discourse markers but not always
appropriately. 7
Speaks at length without noticeable effort or loss of coherence. May demonstrate language-related hesitation at times, or some
repetition andor self-correction. Uses a range of connectives and discourse markers with some
flexibility. 8
Speaks fluently with only occasional repetition or self-correction; hesitation is usually content-related and only rarely to search for
language Develops topics coherently and appropriately.
9 Speaks fluently with only rare repetition or self-correction;
hesitation is content-related rather than to find words or grammar. speaks coherently with fully appropriate cohesive features
Develops topics fully and appropriately.
To answer the third research question: what aspects of video recordings facilitate students speaking accuracy and fluency, the data are collected from the
questionnaires and interview which furthermore support the hypotheses. The interview and the questionnaires items are based on the positive aspects of video-
recordings. The framework showing the aspects of video-recordings which possibly support the development of students’ speaking accuracy and fluency is
illustrated in the following figure.
Table 2.2 The Aspects of Video-recordings
No. Aspects of video-recordings Descriptions
1. self-correction
Provides every individual with a chance to watch and evaluate hisher own
performance. 2.
peer-feedback Provides each individual to receive peer
feedback on hisher speaking performance.
3. one-to-one teacher
evaluation Provides every student to have a one-to-
one personal evaluation with the teacher. 4.
visual and auditory feedback immediacy
Provides immediate feedback through the screen visual and auditory feedback
Provides immediate feedback without any teacher’s interruption during real mid-
flow
45 5.
feedback preciseness or exactness
Provides the opportunity to see the exact part where errors are located and to decide
which areas should be improved. 6.
flexibility Provides adequate time for evaluation as
learners can stop, rewind, pause, and re- start the videos several times according to
their needs learning pace Provides an opportunity to learn out of
the classroom self-learning 7.
repetitionrefinement Provides an opportunity to re-video
taping refining to get a better result of speaking performance
Provides an opportunity for learners to have a repetitive speaking practice while
making the videos. 8.
Video display Provides the students an opportunity to
present the best result of their video and watch the other students’ speaking
performances.
46
CHAPTER 3 RESEARCH METHODOLOGY
Kategori