THE USE OF VIDEOS TO IMPROVE YOUNG LEARNERSâ SPEAKING ABILITY.
THE USE OF VIDEOS TO IMPROVE YOUNG LEARNERS’ SPEAKING ABILITY
Atri Nadia Astarina
Indonesia University of Education
atri.nadia@yahoo.com
Abstract: This research investigates the effectiveness of videos using to improve young learners’ speaking
ability including its strength and weaknesses. It employed a quasi experimental design towards fifth grade
students of elementary school in Sukabumi. The data were obtained through pre and post test, field notes and
questionnaires. The obtained data were analyzed by t-test computation supported by grounded theories of
teaching speaking to young learners synthesized from Cameron (2001), Linse (2005), and Pinter (2006) and the
theory of using videos by Candlin (1981), Sherman (2003), Hu (2006), and Tobing (1993). The research
revealed that the use of videos was likely to be effective in improving young learners’ speaking ability,
particularly in terms of vocabulary, pronunciation, and fluency. Furthermore, it attracted students’ attention and
promoted their participation. Nevertheless, those strengths might have been constrained by high speed of talk,
uncommon dialect, high cost and good quality of multimedia. Theoretically, the research enriches literature
about the topic and practically it further informs teachers in implementing videos based instruction method.
Moreover, the research may be used for the development of policy which can help teachers in improving young
learners’ speaking ability.
Keywords: videos, young learners, speaking
Introduction
Videos are considererd useful not only for their entertainment function, but also for their use as
effective learning media to improve young learners’ English, particularly their speaking. (Candlin, 1981;
Sherman, 2003; Tobing, 2006; Hu, 2006; Wulandari, et. al, 2008; and Tafani, 2009). Videos provide authentic
materials and cultivate communicative competence (Candlin, 1981; Sherman, 2003; Tobing, 2006; Hu, 2006). In
addition, they motivate learners to learn English since videos are varied, flexible, and enjoyable (Hu, 2006 and
Wulandari, et.al, 2008).
Based on the aforementioned theories, videos are considered to have several benefits which are
appropriate for young learners’ characters. This is in line with Linse (2005) who states that considering young
learners’ characters including their development of social/emotional, physical, cognitive, and moral are
important in teaching them.
However, videos have not been widely recognized and employed by English teachers in teaching
speaking to young learners. It is in accordance with the fact found that some English teachers are still confused
about finding an appropriate method which is enjoyable, preferable and able to provide context and a good
model of pronunciation and intonation as native speakers like. Finding appropriate method is significant since
young learners are considered potential and success in learning second or foreign language such as English
(Troike, 2003).
On the point of that, this research is conducted to investigate whether or not the use of videos is an
effective method which can be utilized by teachers to improve young learners’ speaking ability.
The Roles of Video in Teaching Speaking
There are some strengths which can be explored from the use of video in language teaching particularly
speaking. First, video is a rich source which can always be renewable. It presents variability and flexibility to be
used in classroom in order to refresh conventional textbook materials (Sherman, 2003; Hu, 2006; Wulandari,
et.al, 2008). Second, it provides authentic materials and cultural input which make the learning process more
contextual and culture-based. Third, video exists in the form of audiovisual which can bring the language alive
as it presents dynamic communication (Candlin, 1983; Tobing, 1993; Sherman, 2003). Besides, video give
learners opportunities to learn by input or stimulus and can be replayed again and again, so that learners can
easily practice listening and imitating the language (Tobing, 1993; Sherman, 2003; Quan, 2008).
In addition, video can be a medium which accommodates the development of multiple intelligences
(Kevin, 2011). It means that it can accommodate all learners with their own characteristics or intelligence. In
terms of speaking, it is assumed that video is effective to enrich learners’ vocabularies, pronunciation, and
comprehension (Candlin, 1981; Sherman, 2003; Tobing, 2006; Wulandari, et. al, 2008; and Quan, 2008). As a
result, they further state the aforementioned strengths are proven in motivating learners to learn English,
particularly speaking.
st
The 61 TEFLIN International Conference, UNS Solo 2014
481
However, there are some weaknesses which should be considered by teachers in using video as stated
by Tobing (1993) as follow. Firstly, video cannot be interrupted by explanation while it is being played.
Secondly, high speed of talk in the video makes some people hard to listen and understand. Lastly, its provision
requires high cost. Apart from this, it is suggested not to show the subtitle in students’ mother language since
Borras and Lafayette (1994) state that it can distract and slowdown learners’ listening ability and will impact to
their speaking ability.
Teaching Speaking To Young Learners by Using Videos
Children’s ability to imitate the pronounciation of english words fluently makes them considered as
sussessful second or foreign language learners (Troike, 2006). Thus, it is a great challenge for teachers to teach
and improve young learners’ speaking ability particularly pronunciation. In this sense, videos can represent
native speakers in giving a good model of pronunciation. Additionally, it provides some types of classroom
speaking performance suggested by Brown (2001) such as imitative, dialogue, and monologue which can be
replayed (Tobing, 1993 and Sherman, 2003). It is in line with Pinter (2005), Linse (2005), and Troike (2005)
who state that young learners like to imitate and tend to use more repetition than adults.
There are some points which should be taken into account in teaching speaking to young learners.
Firstly, in terms of vocabulary enrichment, Hatch &Brown (1995) cited in Cameron (2001) state that learners
should have sources for encountering new words, getting a clear image, learning the meaning of words, making a
strong memory connection between the forms and meanings, and using the words. It is identified that videos are
appropriate with those points since, as stated by Sherman (2003), they are varied and provide audiovisual.
In reference to fluency, Pinter (2006) states that fluent speakers have to learn appropriate words to say
in certain situations and way to manage conversation and interruption. It is in line with Hu (2006) who found
that videos cultivate communicative competence. It means that videos are contextual and they encourage learners
to gradually know when, where, how and to whom the language is used. Context is important in teaching
speaking to young learners because they begin to learn speaking by constructing meaning based on their
experiences of interaction with others either directly or indirectly through media (Cameron, 2001).Therefore, by
learning contextually through videos, young learners are expected to be able to learn to become fluent speakers.
Young learners are different from adults in terms of characteristics including the span of their attention.
Thus, the teaching method should be suitable with their innate capacity and development in gradually receiving
input (Linse, 2005). Furthermore, it should motivate learners to actively learn. In this sense, Sherman (2003), Hu
(2006), and Wulandari, et.al (2008) state that videos with their combination of moving pictures and sound tend
to be able to motivate learners to actively participate in the learning since they are varied and enjoyable.
Nevertheless, in order to optimize the use of videos in teaching speaking, teachers should play their roles in
mediating and controlling the learning activity well.
Methodology
This research employed a quasi experimental design in fifth grade of a public elementary school, involving two
classes which consisted of 30 participants each. In 4 weeks, both groups were treated differently by using videos
in the experimental group and dialogue texts in the control group. Pre test, post test, field notes, and
questionnaires were used as the instruments for collecting data which were then analyzed by t-test computation
of SPSS 17 and supported by related theories.
Findings and Discussion
The data obtained from pre and post test of both experimental and control group were calculated by t-test.
Previously, the appropriateness of the data conformed to the assumptions of t-test was firstly ensured by some
steps of calculation. The result of independent sample t-test on post test scores of both groups is shown in the
following table.
Table. 1 The Result of Independent Sample t-test
Independent Samples Test
Levene's Test
for Equality
of Variances
t-test for Equality of Means
95% Confidence
Interval of the
Difference
F
482
Sig.
T
Df
Sig. (2tailed)
Mean
Std. Error
Difference Difference
st
Lower
Upper
The 61 TEFLIN International Conference, UNS Solo 2014
Post-test Equal
Scores
variances
assumed
Equal
variances not
assumed
1.775
.188 3.462
58
.001
1.2767
.3688
.5384 2.0149
3.462 57.219
.001
1.2767
.3688
.5382 2.0151
The above table shows that the P. value (equal variances assumed) was lower than the level of significance
(0.001 < 0.05). This result was significant at the 0.05 level. Thus, the null hypothesis was rejected which meant
there was likely a difference between the means of experimental and control group. It indicated that the
experimental group, taught by using videos, performed speaking better than the control group, taught by using
dialogue texts. In reference to the table above, the effect size on this analysis was calculated in order to see its
significant effect. It revealed that r value is .414 and it could be categorized into a large effect (Coolidge, 2000).
In other words, there was likely a large effect of using videos in improving young learners speaking ability.
Furthermore, based on the analysis of field notes and questionnaires, it was also found that the use of
videos was effective to enrich young learners’ vocabularies, attract their attention, promote their participation,
and help integrating their comprehension. The findings were in line with the assumptions stated by Candlin,
1981; Sherman, 2003; Tobing, 2006; Hu, 2006; Wulandari, et. al, 2008; and Tafani, 2009. The aforementioned
strengths of using videos in teaching speaking to young learners are influenced by the combination of audio
visual of videos and their characteristics which are contextual, flexible, various, and enjoyable. Furthermore, it
can be repeated and represent native speakers in cultivating young learners’ communication with good English
as modeled in video. However, those strengths might be constrained by high speed of talk, uncommon dialect,
high cost and good quality of multimedia.
Conclusion
The statistical result indicated a significant difference between experimental and control group. In
conclusion, the use of videos was likely to be more effective in improving young learners’ speaking ability
particularly in terms of vocabulary, pronunciation, and fluency. Additionally, the audiovisual of videos
successfully attracted students’ attention, promoted their participation, and helped improving their
comprehension. Nevertheless, high speed of talk, uncommon dialect, high cost and multimedia quality were
analyzed as the influential factors which might constrain the effectiveness of using videos in improving students’
ability.
Bibliography
Borras, Isabelle and Lafayette, R.C. (1994). Effects of multimedia courseware subtitling on the speaking
performance of college students of french. [Online]. Available in http://www.jstor.org/pss/329253.
Retrieved on August 20th, 2011.
Brown, H. D. (2001). Teaching by principles: and interactive approach to language pedagogy. New York:
Wesley Longman.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Candlin, C. N. (1981). The communicative teaching of english. England: Longman House.
Coolidge, F. L. (2000). Statistics a gentle introduction. London: Sage Publications Ltd.
Frankel, J. R and Wallen, N. E. (1993). How to design and evaluate research in education. Singapore: Mc GrawHill Inc.
Hu, S. (2006). On teaching english non-english majors listening and speaking through videos. [Online].
Available in http://www.scribd.com/doc/50809955/Teaching-non-E-major-Listening-Speaking-byvideos. Retrieved on August 20th, 2011.
Kevin. (2011). Multiple intellegences and video use chart template. [Online]. Available in
http://www.scribd.com/doc/8635733/Multiple-Intelligences-and-Video-Use-Chart-Template. Retrieved
on August 20th, 2011.
Klancar, N. I. (2006). Developing speaking skill in the young learners classroom. [Online]. Available in
http://iteslj.org/Techniques/ KlancarSpeakingSkills. html. Retrieved on june 8th , 2010.
Lado, R. (1961). Language testing. New York: Longman.
Linse, C. T. (2005). Practical english language teaching: young learners. New York: Mc Graw-Hill.
Pinter, A. (2006). Teaching young language learners. New York: Oxford University Press.
Sherman, J. (2003). Using authentic video in the language classroom. Cambridge: Cambridge University Press.
Tafani,
F.
(2009).
Teaching
English
trough
mass
media.
[Online].
Available
in
http://adn.Teaching.Ro/article_2_1_4.Pdf. Retrieved on May 23th, 2010
st
The 61 TEFLIN International Conference, UNS Solo 2014
483
R. L. (2006). Pengajaran bahasa asing melalui video. [Online]. Available in
http://eprints.uny.ac.id/468/1/pengajaran_bahasa_asing_0.pdf. Retrieved on August 20th, 2011.
Troike, M. S. (2006). Introducing second language acquisition. Cambrige: Cambridge University Press.
Quan, H. (2008). Learning English by watching videos tips. [Online]. Available in http:// depkhoe.net/Englishstudy/English-Videos.html. Retrieved on May 23th, 2010.
Wulandari, et.al. (2008). Improving students’ pronunciation using audio visual aids (AVAs) at the fifth year of al
azhar syifa budi elementary school of Surakarta in academic year 2007/2008 (A Classroom Action
Research). [Online]. Available in http://eprints.ums.ac.id/1185/1/1._ANGGAR_W.pdf. Retrieved on
August 20th, 2011.
Tobing,
484
st
The 61 TEFLIN International Conference, UNS Solo 2014
Atri Nadia Astarina
Indonesia University of Education
atri.nadia@yahoo.com
Abstract: This research investigates the effectiveness of videos using to improve young learners’ speaking
ability including its strength and weaknesses. It employed a quasi experimental design towards fifth grade
students of elementary school in Sukabumi. The data were obtained through pre and post test, field notes and
questionnaires. The obtained data were analyzed by t-test computation supported by grounded theories of
teaching speaking to young learners synthesized from Cameron (2001), Linse (2005), and Pinter (2006) and the
theory of using videos by Candlin (1981), Sherman (2003), Hu (2006), and Tobing (1993). The research
revealed that the use of videos was likely to be effective in improving young learners’ speaking ability,
particularly in terms of vocabulary, pronunciation, and fluency. Furthermore, it attracted students’ attention and
promoted their participation. Nevertheless, those strengths might have been constrained by high speed of talk,
uncommon dialect, high cost and good quality of multimedia. Theoretically, the research enriches literature
about the topic and practically it further informs teachers in implementing videos based instruction method.
Moreover, the research may be used for the development of policy which can help teachers in improving young
learners’ speaking ability.
Keywords: videos, young learners, speaking
Introduction
Videos are considererd useful not only for their entertainment function, but also for their use as
effective learning media to improve young learners’ English, particularly their speaking. (Candlin, 1981;
Sherman, 2003; Tobing, 2006; Hu, 2006; Wulandari, et. al, 2008; and Tafani, 2009). Videos provide authentic
materials and cultivate communicative competence (Candlin, 1981; Sherman, 2003; Tobing, 2006; Hu, 2006). In
addition, they motivate learners to learn English since videos are varied, flexible, and enjoyable (Hu, 2006 and
Wulandari, et.al, 2008).
Based on the aforementioned theories, videos are considered to have several benefits which are
appropriate for young learners’ characters. This is in line with Linse (2005) who states that considering young
learners’ characters including their development of social/emotional, physical, cognitive, and moral are
important in teaching them.
However, videos have not been widely recognized and employed by English teachers in teaching
speaking to young learners. It is in accordance with the fact found that some English teachers are still confused
about finding an appropriate method which is enjoyable, preferable and able to provide context and a good
model of pronunciation and intonation as native speakers like. Finding appropriate method is significant since
young learners are considered potential and success in learning second or foreign language such as English
(Troike, 2003).
On the point of that, this research is conducted to investigate whether or not the use of videos is an
effective method which can be utilized by teachers to improve young learners’ speaking ability.
The Roles of Video in Teaching Speaking
There are some strengths which can be explored from the use of video in language teaching particularly
speaking. First, video is a rich source which can always be renewable. It presents variability and flexibility to be
used in classroom in order to refresh conventional textbook materials (Sherman, 2003; Hu, 2006; Wulandari,
et.al, 2008). Second, it provides authentic materials and cultural input which make the learning process more
contextual and culture-based. Third, video exists in the form of audiovisual which can bring the language alive
as it presents dynamic communication (Candlin, 1983; Tobing, 1993; Sherman, 2003). Besides, video give
learners opportunities to learn by input or stimulus and can be replayed again and again, so that learners can
easily practice listening and imitating the language (Tobing, 1993; Sherman, 2003; Quan, 2008).
In addition, video can be a medium which accommodates the development of multiple intelligences
(Kevin, 2011). It means that it can accommodate all learners with their own characteristics or intelligence. In
terms of speaking, it is assumed that video is effective to enrich learners’ vocabularies, pronunciation, and
comprehension (Candlin, 1981; Sherman, 2003; Tobing, 2006; Wulandari, et. al, 2008; and Quan, 2008). As a
result, they further state the aforementioned strengths are proven in motivating learners to learn English,
particularly speaking.
st
The 61 TEFLIN International Conference, UNS Solo 2014
481
However, there are some weaknesses which should be considered by teachers in using video as stated
by Tobing (1993) as follow. Firstly, video cannot be interrupted by explanation while it is being played.
Secondly, high speed of talk in the video makes some people hard to listen and understand. Lastly, its provision
requires high cost. Apart from this, it is suggested not to show the subtitle in students’ mother language since
Borras and Lafayette (1994) state that it can distract and slowdown learners’ listening ability and will impact to
their speaking ability.
Teaching Speaking To Young Learners by Using Videos
Children’s ability to imitate the pronounciation of english words fluently makes them considered as
sussessful second or foreign language learners (Troike, 2006). Thus, it is a great challenge for teachers to teach
and improve young learners’ speaking ability particularly pronunciation. In this sense, videos can represent
native speakers in giving a good model of pronunciation. Additionally, it provides some types of classroom
speaking performance suggested by Brown (2001) such as imitative, dialogue, and monologue which can be
replayed (Tobing, 1993 and Sherman, 2003). It is in line with Pinter (2005), Linse (2005), and Troike (2005)
who state that young learners like to imitate and tend to use more repetition than adults.
There are some points which should be taken into account in teaching speaking to young learners.
Firstly, in terms of vocabulary enrichment, Hatch &Brown (1995) cited in Cameron (2001) state that learners
should have sources for encountering new words, getting a clear image, learning the meaning of words, making a
strong memory connection between the forms and meanings, and using the words. It is identified that videos are
appropriate with those points since, as stated by Sherman (2003), they are varied and provide audiovisual.
In reference to fluency, Pinter (2006) states that fluent speakers have to learn appropriate words to say
in certain situations and way to manage conversation and interruption. It is in line with Hu (2006) who found
that videos cultivate communicative competence. It means that videos are contextual and they encourage learners
to gradually know when, where, how and to whom the language is used. Context is important in teaching
speaking to young learners because they begin to learn speaking by constructing meaning based on their
experiences of interaction with others either directly or indirectly through media (Cameron, 2001).Therefore, by
learning contextually through videos, young learners are expected to be able to learn to become fluent speakers.
Young learners are different from adults in terms of characteristics including the span of their attention.
Thus, the teaching method should be suitable with their innate capacity and development in gradually receiving
input (Linse, 2005). Furthermore, it should motivate learners to actively learn. In this sense, Sherman (2003), Hu
(2006), and Wulandari, et.al (2008) state that videos with their combination of moving pictures and sound tend
to be able to motivate learners to actively participate in the learning since they are varied and enjoyable.
Nevertheless, in order to optimize the use of videos in teaching speaking, teachers should play their roles in
mediating and controlling the learning activity well.
Methodology
This research employed a quasi experimental design in fifth grade of a public elementary school, involving two
classes which consisted of 30 participants each. In 4 weeks, both groups were treated differently by using videos
in the experimental group and dialogue texts in the control group. Pre test, post test, field notes, and
questionnaires were used as the instruments for collecting data which were then analyzed by t-test computation
of SPSS 17 and supported by related theories.
Findings and Discussion
The data obtained from pre and post test of both experimental and control group were calculated by t-test.
Previously, the appropriateness of the data conformed to the assumptions of t-test was firstly ensured by some
steps of calculation. The result of independent sample t-test on post test scores of both groups is shown in the
following table.
Table. 1 The Result of Independent Sample t-test
Independent Samples Test
Levene's Test
for Equality
of Variances
t-test for Equality of Means
95% Confidence
Interval of the
Difference
F
482
Sig.
T
Df
Sig. (2tailed)
Mean
Std. Error
Difference Difference
st
Lower
Upper
The 61 TEFLIN International Conference, UNS Solo 2014
Post-test Equal
Scores
variances
assumed
Equal
variances not
assumed
1.775
.188 3.462
58
.001
1.2767
.3688
.5384 2.0149
3.462 57.219
.001
1.2767
.3688
.5382 2.0151
The above table shows that the P. value (equal variances assumed) was lower than the level of significance
(0.001 < 0.05). This result was significant at the 0.05 level. Thus, the null hypothesis was rejected which meant
there was likely a difference between the means of experimental and control group. It indicated that the
experimental group, taught by using videos, performed speaking better than the control group, taught by using
dialogue texts. In reference to the table above, the effect size on this analysis was calculated in order to see its
significant effect. It revealed that r value is .414 and it could be categorized into a large effect (Coolidge, 2000).
In other words, there was likely a large effect of using videos in improving young learners speaking ability.
Furthermore, based on the analysis of field notes and questionnaires, it was also found that the use of
videos was effective to enrich young learners’ vocabularies, attract their attention, promote their participation,
and help integrating their comprehension. The findings were in line with the assumptions stated by Candlin,
1981; Sherman, 2003; Tobing, 2006; Hu, 2006; Wulandari, et. al, 2008; and Tafani, 2009. The aforementioned
strengths of using videos in teaching speaking to young learners are influenced by the combination of audio
visual of videos and their characteristics which are contextual, flexible, various, and enjoyable. Furthermore, it
can be repeated and represent native speakers in cultivating young learners’ communication with good English
as modeled in video. However, those strengths might be constrained by high speed of talk, uncommon dialect,
high cost and good quality of multimedia.
Conclusion
The statistical result indicated a significant difference between experimental and control group. In
conclusion, the use of videos was likely to be more effective in improving young learners’ speaking ability
particularly in terms of vocabulary, pronunciation, and fluency. Additionally, the audiovisual of videos
successfully attracted students’ attention, promoted their participation, and helped improving their
comprehension. Nevertheless, high speed of talk, uncommon dialect, high cost and multimedia quality were
analyzed as the influential factors which might constrain the effectiveness of using videos in improving students’
ability.
Bibliography
Borras, Isabelle and Lafayette, R.C. (1994). Effects of multimedia courseware subtitling on the speaking
performance of college students of french. [Online]. Available in http://www.jstor.org/pss/329253.
Retrieved on August 20th, 2011.
Brown, H. D. (2001). Teaching by principles: and interactive approach to language pedagogy. New York:
Wesley Longman.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Candlin, C. N. (1981). The communicative teaching of english. England: Longman House.
Coolidge, F. L. (2000). Statistics a gentle introduction. London: Sage Publications Ltd.
Frankel, J. R and Wallen, N. E. (1993). How to design and evaluate research in education. Singapore: Mc GrawHill Inc.
Hu, S. (2006). On teaching english non-english majors listening and speaking through videos. [Online].
Available in http://www.scribd.com/doc/50809955/Teaching-non-E-major-Listening-Speaking-byvideos. Retrieved on August 20th, 2011.
Kevin. (2011). Multiple intellegences and video use chart template. [Online]. Available in
http://www.scribd.com/doc/8635733/Multiple-Intelligences-and-Video-Use-Chart-Template. Retrieved
on August 20th, 2011.
Klancar, N. I. (2006). Developing speaking skill in the young learners classroom. [Online]. Available in
http://iteslj.org/Techniques/ KlancarSpeakingSkills. html. Retrieved on june 8th , 2010.
Lado, R. (1961). Language testing. New York: Longman.
Linse, C. T. (2005). Practical english language teaching: young learners. New York: Mc Graw-Hill.
Pinter, A. (2006). Teaching young language learners. New York: Oxford University Press.
Sherman, J. (2003). Using authentic video in the language classroom. Cambridge: Cambridge University Press.
Tafani,
F.
(2009).
Teaching
English
trough
mass
media.
[Online].
Available
in
http://adn.Teaching.Ro/article_2_1_4.Pdf. Retrieved on May 23th, 2010
st
The 61 TEFLIN International Conference, UNS Solo 2014
483
R. L. (2006). Pengajaran bahasa asing melalui video. [Online]. Available in
http://eprints.uny.ac.id/468/1/pengajaran_bahasa_asing_0.pdf. Retrieved on August 20th, 2011.
Troike, M. S. (2006). Introducing second language acquisition. Cambrige: Cambridge University Press.
Quan, H. (2008). Learning English by watching videos tips. [Online]. Available in http:// depkhoe.net/Englishstudy/English-Videos.html. Retrieved on May 23th, 2010.
Wulandari, et.al. (2008). Improving students’ pronunciation using audio visual aids (AVAs) at the fifth year of al
azhar syifa budi elementary school of Surakarta in academic year 2007/2008 (A Classroom Action
Research). [Online]. Available in http://eprints.ums.ac.id/1185/1/1._ANGGAR_W.pdf. Retrieved on
August 20th, 2011.
Tobing,
484
st
The 61 TEFLIN International Conference, UNS Solo 2014