17 cited in Gillies Ashman, 2003. The most effective means of elaboration is
explaining the material to others. Through cooperative learning, students can practice speaking with group
more effectively since cooperative learning gives a chance for the students to work together and help each member to speak English confidently. There are
number of things which help students to practice speaking. Therefore, students should give more attention for it. According to Harmer 2007 there are number of
things that can help the students in speaking. Some of them are preparation, the value of repetition, big groups and small groups, and mandatory participation.
a. Preparation
Students will perform much better if they have the chance to think about what they are going to say and how to say it. Students usually need much time to
think what they should speak. They may also have difficulties if they are being asked to speak directly. Students need more practices in speaking especially when
they should speak foreign language such as English that students usually learn it only at school. English language which is not their mother tongue will not be easy
to be used by the students even it is in speaking because they are not accustomed to use the language in their daily conversations. Students can practice telling
themselves about the best thing that happened to them today or tell the person in their heads about their plans for the future. Mennim 2003 describes how
students record presentations they are going to make, transcribe what they have said, correct the recordings and then give them to the teacher for further comment
before making the final presentation as cited in Harmer, 2007.
18 b.
The Value of Repetition Repetition has many beneficial effects. The repetition allows students to
improve on what they did before. When students repeat speaking tasks they have already done once or twice, their first attempt is like a rehearsal for the final effort.
It gives them more confidence as they are not attempting to get the words out for the first time when they try to speak in subsequent „performances‟.
The repetition works better if the students get a chance to analyze what they have already done. Howarth 2001 describes this as process of speaking,
characterized by the pattern as cited in Harmer, 2007:
plan perform analyze repeat
Figure 2.2 Speaking Process Source: Howarth, 2001
c. Big Groups and Small Groups
A major reason for some students in taking part in speaking activities is because they find themselves having to talk in front of a big group. Students
counteract this by making sure that they get chances to speak and interact in smaller groups too. Students will be more confidence when others listen and
appreciate what they are talking about. They also can learn from others ‟ speeches
in order to get a better speaking skill. d.
Mandatory Participation Mumford 2004
suggests a „speaking grid‟. Speaking grid is started by
19 drawing a grid and writing the names of half of the students on the vertical axis,
and half on the horizontal access as cited in Harmer, 2007, p. 35. Students are writing the numbers 1-4 in the first column of the vertical axis and then write the
numbers diagonally downwards. They put number 4 at the top of the second column and then enter it diagonally too. After that, write 3 at the top of the third
column and 2 at the top of the fourth column. Mandatory participation also lies at the heart of jigsaw reading activities and story-circle writing since both of these
and other similar activities only work when all the students take part. The use of cooperative learning in speaking practice is not only to create
cooperation among the group members but also create a good social environment for the students. It means that cooperative learning is not only an instructional
technique for increasing student achievement, but also a way of creating a happy pro-social environment
in the classroom. Therefore, the students‟ outcomes in the cooperative learning are very important toward the successful of their
achievement in learning. The researcher summarizes the cooperative outcomes based on Slavin 1995 which are related to this research. First is about self
esteem. The students believe that they are valuable and important individuals of critical importance for their abilities to withstand the disappointments of life, to be
confident decision-makers, and ultimately to be happy and productive individuals Slavin, 1995, p. 60. The students are named as friends to their classmates, so it
makes them feel more successful in their academic works and they can achieve more than they do in the classroom. Therefore, through cooperative learning, the
students can increase their self-esteem in speaking because their friends support
20 them to be confident to speak. For example, in jigsaw, students feel important
because they have information that is indispensable to the group. Moreover, Johnson and Johnson 1983 state that cooperation increases
students‟ general and school self-esteem as cited in Gillies Ashman, 2003. Students who had
worked in group were doing a good practice of learning. Second is proacademic peer norms. Cooperative learning motivates
students to get each other to do academic work and makes students feel that their classmates want them to do their best. Third is locus of control. In this locus of
control, Slavin 1995 explains that cooperative learning make students feel that they have a chance to succeed, that their efforts will lead to success, and that
success is a valued goal. Cooperative leaning gives mutual benefits to the all group members. The benefits are
gain from each other‟s efforts, recognize that all group memb
ers share a common fate, know that one‟s performance is mutually caused by oneself and one‟s team members, and feel proud and jointly celebrate
when a group member is recognized for achievement. Moreover, Harmer 2007 explains that cooperation among the group members or groupwork brings the
advantages for the students. The advantages that the students can get are increasement the amount of speaking, personal relationships are usually less
problematic, there is also a greater chance of different opinions and varied contributions, it encourages broader skills of cooperation and negotiation, and it
promotes learner autonomy by allowing students to make their own decisions in the group p. 117. As a conclusion, implementing the cooperative learning in
speaking practice is a good way because students are able to speak confidently
21 using English language since their friends support them.
3. Video Use in Education
The advanced of the use of technology in the language learning can be developed through many ways. One of the ways is a project-based learning.
Project-based learning is an instructional technique in which meaningful tasks, often in the form of problems, serve as the context and stimulus for knowledge
building and critical thinking Howard, 2002, as cited in Hung, Keppell, Jong, 2004. Students can develop their knowledge and also their critical thinking
toward the target language through project-based learning. It could be happened because project-based learning focuses on meaningful activity in which realistic
and occurs through a participation in a challenging and motivating project. In this activity, the students gain deep learning and they are able to apply knowledge
gained in school into real life situations. Moreover, Booth 1997 states that project based learning is an active learning as cited in Hung et al., 2004. It
places students in situations which require authentic use of language in order to communicate. Technology should be a partner in the teaching and learning process,
engage and support thinking Jonassen, Howland, Moore Marra, 2003, as cited in Hung et al., 2004. Related to the use of technology in language learning, one
of the project based learning which can be used is video project. Harmer 2007 also explains that one of the activities that can improve speaking is making video
recordings p. 361. The activities in this section suggest ways in which the camera can become a central learning aid, as a result of which students work
cooperatively together using a wide variety of language both in the process and
22 the product of making a video or audio recording.
According to Hyun, Sub, and Jin-il 2000 video is a technology of electronically capturing, recording, processing, storing, transmitting, and
reconstructing a sequence of still images representing scenes in motion. Newby 2000 states that any media format that uses a television screen or monitor to
present a picture can be referred to the video. In this research, group video means a video project for the students in a form of group using English language.
Through group video project, each member of the group can review individual performance and group performances as well as their work in progress. Guo 2013
suggests that students come to know themselves better in the learning process because the use of video data provides individuals with unique opportunities to
reflect on their experiences in a tangible manner, therefore allowing for improvements to be possible.
Students have their own autonomy to learn language. According to Benson and Voller 1997 students autonomy suggests five ideas as cited in
Watkins Wilkins, 2011. First, the responsibility in language development. Second, students should acquire learning skills to be implemented in any language
aspects. Third, students should have opportunities to learn independent successfully. Fourth, the specific course of language development is the final
decision for the students. Fifth, students have crave self-guided education. Those five ideas are related to the use of YouTube Benson Voller, 1997, as cited in
Watkins Wilkins, 2011. Firstly, students can choose to view YouTube clip in English, evaluate possible limitation, and finally choose academic attention to that
23 particular area. Secondly, students can determine in which pronunciation and
conversation skills are desired to acquire the clip. Thirdly, students can browse videos in YouTube by their own. Fourthly, students can investigate all clips which
are particularly interesting and useful in language learning freely. An intelligent and self-guided examination into YouTube can be conducted if students feel that
the materials being studied in class are not useful. When working with video project, the students use task-based learning
model Willis, 1996, as cited in Dal, 2010. There are three models of task-based learning. They are preparatory stage or pre-task, doing the task or during the task,
and presentation and evaluation of the task or post-task. First step is preparatory stage or pre-task. In this step, the students are introduced to the equipment of the
video if they have not handled video equipment before and define the subject for the video production. It also includes allocation of individual responsibilities for
the group members. An important part of this step is developing a script for the video production. The script should be written in the target language and all the
members of the group should be involved in the script making. Second step is doing the task or during the task. The important part of the recording procedure is
the rehearsal, the students try out the script such as the dialogues and the gestures. This part is important because rehearsal and repetition can improve both the
language and the result of the video project. In this step, the control production is essential in order to secure a balance between contents, speeches, and technical
features. According to Fraser and Oram 2003, it is important that the spoken language plays a major part in the video and that the final result is not drowned by
24 too many effects as cited in Dal, 2010. The third step is presentation and
evaluation or post-task. In this last step, the video can be presented to the class, to the peers from other classes, and can be made public such as upload it in YouTube.
Therefore, making a video can be seen as a way of getting the students to use the target language in class and as a medium to develop fluency and competence on
the use of English in speaking. Fraser and Oram 2003, also explain that video project can create
meaningful learning for the students. Five important characteristics of meaningful learning using video project are active, constructive, intentional, authentic, and
cooperative as cited in Dal, 2010. First, meaningful learning is active. It means that the students are able to change, experiment, and then observe the results of
their video project. Second, meaningful learning is constructive. Students reflect on new experiences and relate to the prior knowledge. Therefore, students have
preconceptions about video project and will change their conceptions through the process of learning. Third, meaningful learning is intentional. When students have
clear goals to achieve, students are able to set their goals and reflect on their progress, so that they are able to apply this learning to new situations in the future.
Fourth, meaningful learning is authentic. In their group, the students need to make decisions with the real issues of video production on a real project. Fifth,
meaningful learning is cooperative. It means that each member of the group needs to understand the task and agree of the stages and the methods they will use to
achieve the goal of the project. The project-based learning outcome of the video project was treated as a public artifact, which will be uploaded to YouTube for
25 sharing.
YouTube is a good medium for sharing the result of the video project since YouTube is widely used by the students and easy to be accessed. In this
research, YouTube is used as the engine to upload students‟ group video project
and also to help the students in finding the appropriate videos example related to the topic of the group video project. Brunner 2013 explains that YouTube is the
largest video portal and the second largest video search engine. Terantino 2011 states that in February 2005, Chen, Hurley, and Karim founded YouTube with
domain name http:youtube.com. The site was created as a forum for people to create and share short video clips online.
According to Terantino 2011, YouTube offers fast and fun access to language and culture-based videos and instruction from over the globe p. 2.
Students and teachers can create videos in YouTube. YouTube also provides students an opportunity to engage the meaningfull target language. According to
Berk 2009, the use of videos has been found to help students by connecting to multiple intelligences, both hemispheres of the brain and to the emotional sense of
the students as cited in Terantino, 2011. It strengthen the fact that using technology is very beneficial in language learning. Wang 2005 explains that
incorporating technology into language learning helps students to connect seemingly abstract foreign language concepts to their actual experiences as cited
in Watkins Wilkins, 2011. Leung 2004 also states that incorporating technology into the classroom generates students
‟ autonomy and students language learning as cited in Watkins Wilkins, 2011. However, students as the
