36 which happens between a student and a student as well as a student and a teacher
provide learners with comprehensible input and thereby assist acquisition. The use of video-recordings certainly cause teacher-student and student-student
interactions to happen. In student-student interaction, more competent learners will of course assist less competent learners by giving language input or linguistic
forms that were problematic to them. The final strand is fluency practice or fluency development. In this strand,
the learners should maximize the use of knowledge they have already known and the activity should be meaning-focused. The considerable meaning-focused
practice will simultaneously develop learners’ language knowledge as Nation 1996 argues that the development in fluency affects the development in
accuracy. In addition, Nation 2007 states that one of the two major types of fluency activities is the one involving repetitive reception or production of the
same material. Referring to the use of video-recordings, fluency practice can be facilitated by means of video camera. Nation and Newton 2009 says that either a
tape or digital recorder technically helps fluency development. A tape or digital works similarly as a video camera which allows the learners to record the talk,
then listen to it and note down what to improve. Afterwards, the re-record the talk and it may take several times until the students are pleased with the recording.
This activity involves repetitive production of the same material promoting the fluency of the targeted English skill.
B. Review of Related Studies
In conducting the study, the researcher read and related the study to some other related researches which are analogous or at the same stream as the
37 researcher’s study. The researches employed video recordings to facilitate the
students in foreign language classrooms, specifically in learning speaking. The researcher would like to summarize what the researches are all about to describe
the concept of those researches succinctly. The first study was conducted by Kirkgöz 2011, which presents a blended
learning study on implementing video recorded speaking tasks in task-based classroom instruction. The study was embedding a speaking course in which face-
to-face instruction informed by the principles of Task-Based Learning with the use of technology, the video, for the first-year student teachers of English in
Turkish higher education. The study was to find the student teachers’ perceptions on the effectiveness of video-recorded TBSC as a blended learning environment
and present the contribution of the blended approach to the improvement of student teachers’ speaking skills. The results of this study revealed that students
made noticeable improvement in their oral communication skills, and they were positive in their perceptions of integrating technology in the lesson. The study
also indicated that the use of video camera, as a technological tool, had a positive impact on students’ viewing and critically evaluating their speaking tasks.
The second study was conducted by Hirschel, Yamamoto, and Lee 2012 about video self-assessment for language learners. The study found that learners
participating in the video treatment reported higher scores of improvement than the control group. Initial results appear to indicate that student videos are
correlated with a positive effect upon students’ interest in, enjoyment of, and confidence in speaking English, but not with perceptions of increased general
English ability or ability to interact in English.
38 The third study was carried out by Tsang and Wong 2002. This study was
to investigate the effectiveness of a program which presents an interactive, collaborative, and reflective approach to promote conversational skills. The
participants of the study were seven English learners from Hong Kong. In this study, a pre-test and post-test were administered to compare the gain.
Conversational practices in the teacher’s absence were taped and evaluated for a course-work grade. Reviewing tapes was also administered for intensive self- and
peer feedback to involve the learners actively in the learning process. Qualitatively, all the participants made improvements in the program. They were
able to build up a working vocabulary to handle everyday conversation, make appropriate use of conversational micro skills to initiate, maintain, and terminate a
conversation, and gain confidence in speaking. The fourth study was done by Yamkate and Intratat 2012, which presents
the use of video recordings to facilitate student development of oral presentation skills. This study was conducted with a group of Thai university students to find
out whether and how video recordings facilitate the students’ evaluation of their oral presentation skills and use of their evaluations to improve their performance.
The data shows that the students had positive attitudes towards video recording their presentations, especially since this helped them to notice and identify their
weaknesses in non-verbal language use. Overall, the process studied was found to facilitate the students’ self-evaluation skills, resulting in the improvement of their
presentation skills. The fifth study conducted by Guo 2013 was a similar one to Yamkate and
Intratat’s 2012. This study examined the effectiveness of video data on graduate
39 students’ presentation performances, and their ability to learn and improve from
such data. A qualitative research approach was used, including ethnography and content analysis. To help achieve data triangulation, multiple sources of data were
obtained, including: students’ videotaped presentations two per student conducted over an interval of four weeks, students’ weekly learning journals and
their reflections on their presentations, peer and instructor feedback on the presentations, and class observations. An ethnographic approach was used to
closely examine the video data, and content analysis was applied to look at the curriculum content areas. Sixteen participants were randomly assigned to the
experimental and control groups. On the basis of this study, the use of video recordings can be a useful tool in improving students’ classroom presentations.
These high quality visuals have been perceived by students to improve their learning. Students in the experimental group enjoyed the engaging aspects of
using video recordings and found it easy to improve their next presentations after watching their first video recordings. However, students in the control group
reported that it was difficult to assess them selves without being able to review video data.
This study was basically similar to the five studies Hirschel, Yamamoto, Lee 2012; Kirkgöz 2011; Yamkate and Intratat 2012; Guo 2013; Tsang and Wong
2002 in terms of using students’ video-recordings in which the students videotaped their own performance. Likewise, this study valued the advantageous
aspects of using students’ video recording which involve language learners in learning process and help language learners become better leaners. The study
focused on enhancing students’ speaking accuracy and fluency.
40
C. Theoretical Framework
