Background of the Study

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CHAPTER I INTRODUCTION

The purpose of this study was to introduce the use of video recordings and how it was applied in the classroom, and how it was effective to enhance the students’ speaking performance in terms of accuracy and fluency. This chapter is to provide background information related to the subject matter being explored and analyzed, present the motivation why the researcher intends to conduct the research on the subject matter, the limitation of the study, problem formulation, research objectives and research benefits.

A. Background of the Study

Different notions about what makes speaking successful have emerged. There is a perspective claiming that one is considered successful in performing a speech when he is able to make himself and his interlocutor understand no matter how incorrect the language is. On the other hand, there is also a view that correctness in every aspect of language is vital. The former view is fluency- oriented, while the latter is accuracy-oriented. Without any doubt, most today’s English teachers insist that the first notion is more important and the second one is out-dated. Willerman 2011 mentions that many EFL teachers agree that fluency should be emphasized. Those who support fluency claim that accuracy-oriented approach will certainly hinder the students’ achievement in English Gosuch 2011 as cited in Diyyab, Haq, and Aly 2013. Students’ achievement is related to the natural acquisition of a language. Making errors in learning a foreign language is not avoidable, but it is a natural process; therefore, the amount of corrections 2 should be given as little as possible Willerman 2011. Furthermore, accuracy may cause boredom among students and results in demotivation for the students Stern 1991 as cited in Willerman 2011. However, not few English teachers still persist in holding a view that accuracy is more important. Brown 2001 as quoted by Diyyab, Haq, and Aly 2013 argues that language teachers have always considered accuracy the most important oral ability. If accuracy is neglected, fossilization occurs as stated in Diyyab, Haq, and Aly 2013: 100 that “accuracy- oriented approach which accepts that grammatical errors cannot be neglected, that is because they can result in fossilization.” If fossilization happens, it is difficult for a language learner to change the habit of producing wrong language forms. More to the point, speaking without accuracy may reduce the language intelligibility. Ebsworth 1998 as cited in Willerman 2011 says that speech containing inaccurate vocabulary, syntax, or pronunciation may cause incomprehensibility of the language itself. Accordingly, speaking fluently without accuracy or speaking accurately without fluency cannot be acceptable if someone wishes to perform a good speaking performance. Bailley 2003 remarks that “in language lessons, particularly in the beginning and intermediate levels, learners must be given opportunities to develop both their fluency and accuracy.” In addition, in EFL speaking classes both accuracy and fluency are equally important Diyyab, Haq, and Aly 2013. Both accuracy and fluency are influential towards each other as accuracy brings fluency and fluency brings further accuracy Willerman 2011. In foreign language speaking classes, bringing both accuracy and fluency at the same time have been a challenging matter. Giving an emphasis on either 3 accuracy or fluency will not bring about an optimal speaking performance. Building fluency is typically hampered by interrupting and frequent recasts done by teachers. While a student is producing a speech and errors are apparently noticed, the teacher instantly interrupts and corrects them. If it happens repeatedly, it may discourage the student to speak causing fluency failure. Willerman 2011 argues that correction can cause discouragement; therefore, giving correction should be appropriately done for it enables learners to see the exact location where errors have been made. On the other hand, building accuracy is hindered because of letting the students speak without giving any language corrections as they speak although errors are obviously found. Consequently, there should be media which accommodate the language learners to enhance their speaking accuracy and fluency. Conventionally, task modification is typically designed to facilitate both fluency and accuracy in learning speaking, whereas another alternative using technology is also possible and it has been a trend in pedagogy. Odhabi and Nicks-McCaleb 2009 state that media technologies facilitate users to record audio and video files and it results in the increase of video camera use in lectures and other learning environments as cited in Kırkgöz, 2011. In EFL context, the availability of media technologies offer numerous ways which teachers can use to help learners learn foreign languages. In speaking classes, the use of technological devices which can video tape or video record, such as digital camera, cell phones, or handycams may assist English language learners to improve speaking. 4 Accordingly, the use of video recordings alternatively appears to facilitate learners in speaking class to improve their speaking performance in terms of accuracy and fluency. As cited in Kırkgöz 2011: 2, integrating video-recording of students’ speech in language learning offers several advantages: First, students can watch and see themselves and their fellow friends’ performances. Similarly, teachers can use video to help students become better speakers in English Lonergan, 1984; Tomalin Stempleski, 1990. In addition, students have the opportunity to view the recording on video more than once. Thus, recordings allow students to replay the video as many times as they need; so, they can make self-evaluation of themselves as well as their fellow friends. As a consequence, students become self-critical, because they can see their problems and trace their improvements. Explicitly stated that the use of video-recordings enables learners to videotape their speaking practice and use the recordings to reflect. In addition, the use of video recordings extends peer support and feedback. In other words, the use of video-recordings trains learners to learn how to learn. Conservatively, most teachers tend to give feedback to their learners without giving them an opportunity to assess their own speaking, whereas providing the students an opportunity to evaluate themselves may increase their awareness that they, indeed, need to learn from their mistakes. In agreement with the concept that learners ought to learn how to learn, they should be given an agency meaning that students should be the doers rather than the recipient in language learning. Kraayenoord and Paris 1997 as cited in Abdullah 2011 affirm that when they are given the opportunity to do reflection, make judgment, and mark their own work, they are realistically aware of their weaknesses and strengths. Hence, this modern alternative can facilitate learners to become autonomous learners who are responsible for their own learning. 5 In addition, as cited by Shrosbree 2008: 76, more advantages of video recordings are presented by different researches. A further benefit of video is that it can simply provide a welcome break from the rigors of more traditional study…Video technology can also be used to document students’ language production, both to enhance the validity and reliability of language assessment, and to provide motivating and rewarding tasks with a clear, meaningful purpose and a concrete finished product Biegel, 1998. Furthermore, students can observe their own current English oral proficiency Shinohara, 1997, and thus discover areas they need to improve. The use of video-recordings possibly allows learners to learn in an environment outside the classroom setting. Harmers 2007 suggests that to compensate for the limited time in classroom and to enhance the success of language learning, students need encouraging to develop their own learning strategy to become autonomous learners. In addition, since video-recordings can be used as the documents of the students’ language production, teachers need not interrupt the students’ speaking only to give corrections. It is previously explained that giving corrections while the students are speaking is believed to impede fluency. In summary, considering the advantages of video-recordings presented by several researchers, the use of video-recordings is certainly applicable in foreign language pedagogy, specifically in teaching and learning speaking. Furthermore, its benefits may lead to the effectiveness in assisting the development of students’ speaking performance in terms of accuracy and fluency. The effectiveness of the use of students’ video recording will be presented in a form of students’ speaking scores. The score between speaking pre-test and post-test will be compared to see whether improvement is found. 6

B. Problem Limitation