DEVELOPING VIDEO-BASED SUPPLEMENTARY MATERIALS TO TEACH SPEAKING SKILL BASED ON CURRICULUM 2013 FOR THE SEVENTH GRADE STUDENTS.
DEVELOPING VIDEO-BASED SUPPLEMENTARY MATERIALS TO TEACH SPEAKING SKILL
BASED ON CURRICULUM 2013 FOR THE SEVENTH GRADE STUDENTS
Monika Widyastuti Surtikanti
English Education
Graduate School Sebelas Maret University
monikawidy72@gmail.com
Abstract: In the recent curriculum, curriculum 2013, the government assigned to use the course book “When
English Rings A Bell”. However the course book doesn’t accomadate the materials especially for the
instructional models to teach speaking skill. Regardless of these urgency, the researcher found out that it is
necessary to have video-based supplementary materials to teach speaking skill. This paper describes the
development of video-based supplementary materials to teach speaking based on the need analysis conducted in
some Junior High Schools in Surakarta. It is R&D study which employed two stages i.e exploration and model
development. The final product of this study was a video-based supplementary material entitled “When I Speak
English”. The result of the final product try out indicates that the video-based supplementary materials is suitable
for teaching speaking for the seventh grade students of SMP Negeri 12 Surakarta. The video helps the teacher to
give models to the students since it provides some vocabulary, grammar, and pronunciation which can support
their speaking fluency.
Keywords: video based, supplementary materials, speaking, 2013 Curriculum
Speaking is crucial in a second or foreign language. It is a process which enables people to share
information, ideas, and feeling. It is also supported by body language or gestures. In other words speaking is a
communication practice that exchanges of ideas or information, between two or more persons, usually at least
one speaker (sender), a message which is transmitted, and a person or persons for whom this message is intended
(the receiver).
Speaking is an ability to say something which involves the ability in using the words in the correct
order, correct pronunciation, right grammatical form, and meaningful context, fluency, and choosing the choice
of words (vocabulary) in the process of interpreting and negotiating meaning in conveying messages to establish
and maintain social relationship.
The role of speaking skill in the recent curriculum is important. In the curriculum 2013, the students are
expected to be more active in raising questions toward the knowledge being learned. The students’ curiousity has
to be explored in the process of teaching and learning. It is in line with the principle of scientific approach
whereas the knowledge is acquired from the process of observing the phenomena, raising some questions,
exploring the theory, constructing the concept, and communicating it. In short the students have to actively use
the language in the form of spoken language in order to present the knowledge in a real communication.
In order to achieve the goals in speaking class the teacher should formulates the materials as interesting
as possible. One of them is video. In second language education, video materials have proved especially useful
for a number of reasons. Video materials provide students with the opportunity to experience the target language
in a more natural context (Williams and Lutes 2009 : 2). Video in language learning may mean the use of
popular films on video to provide content, and the use of smaller pieces of broadcast documentaries. Video can
be used as listening and speaking tool to enhance the students’ language ability (Intajuck 2001: 2).
In line with the above explanation, it can be concluded that good speaking materials should give more
chances to the learners in using the language by giving challanging and pleasurable tasks. The materials should
also accomodate the aspects of speaking skills namely vocabulary, pronunciation, word order, proper grammar,
and fluency. Finally the materials can be applied in their real life as a means of communication.
Method
This is a research and development study or it is known as R&D study. Borg and Gall (1983) states that,
in terms of educational research and development, it deals with a process of developing and validating
educational instruction. It is aimed to produce any kind of product for educational purposes. The product is
developed based on the need analysis and document study in the preliminary stage. The product being developed
was evaluated through feasibility test to see whether it is applicable or not.
Borg and Gall (1983) developed some main stages in developing a product in Research and
Development study. According to Borg and Gall, there are 10 main procedures in R&D study, namely:
st
The 61 TEFLIN International Conference, UNS Solo 2014
681
However, for some limitation and consideration, in this study, the procedures will be simplified into two
main stages. Those can be seen in the following table.
Table 2
The Procedure of Study
Stages
1. Exploration
2. Model
Development
Activities
Purposes
Data
Resources
- Library
Research
- Field
Research
To study the
related theories
and the existing
materials to
speaking for
grade VII
Journals,
textbooks,
English
teachers,
students, and
documents.
Prototype
development
To produce a
prototype of the
video based
supplementary
materials
Product
spesification
Expert
judgement
To validate the
prototype
Product
spesification
Field try out
To get the
feasibility of
the video-based
supplementary
materials
English
teachers,
students
Techniques of
Data
Collection
Library
research,
classroom
observation,
interview,
questionnaire,
document
analysis.
Need analysis
data
Expert
judgement
sheet
Classroom
observation,
interview.
Data
The available
materials and the
implementation
of teaching
English in grade
VII
The prototype
form of the
supplementary
materials to
teach speaking
The result of
expert judgment
sheet
The
implementation
of the classroom
activities
provided in the
supplementary
materials
Technique
of Data
Analysis
Descriptive
qualitative
analysis
Descriptive
qualitative
analysis
Descriptive
qualitative
analysis
Findings
This is a research and development study or called as R&D. There are two stages used by the
researcher in developing video-based supplementary materials. They are: exploration and model development. In
exploration stage, the researcher saw the quality of the materials to see whether they have met the competence
standards. Also, she conducted need analysis in order to know what kind of materials should be added. After
knowing the quality and the students’ need the researcher made the prototype draft before it is consulted to the
expert in TEFL field.
Model development stage is the stage whereas the video-based supplementary materials was tried out
to the teacher and students. The feedback toward the supplementary came from the teacher and students as the
user. The data were collected using questionnaire and interview.
1. Exploration
Based on the Minister of Education Regulation number 71/2013 (Peraturan Menteri Pendidikan dan
Kebudayaan Republik Indonesia nomor 71 tahun 2013), it is assigned that the book entitled “When English
Rings A Bell” (WERB) is used as the course book in English subject. The government has provided the course
book that should be used by the teachers. There are two versions of WERB provided by the government in which
student’s book and teacher’s book. The content of WERB is quite interesting. It contains many colorful pictures
and some exercises.
However, the materials provided in WERB are limited. According to the interview involving three
English teachers of SMP Negeri 1, 4, and 12 Surakarta, they said that WERB has limited materials. They had to
find another teaching resources in order to add the materials in teaching English. WERB does not accomodate
the four skills of language, namely listening, speaking, reading, and writing. In teaching speaking skill,
especially, the English teachers said that they need models in teaching speaking in terms of models of
conversation in transactional and interpresonal dialogue and also spoken descriptive text which are not provided
in the book. Therefore, the materials are needed to be developed in order to reach the basic competence. It leads
the researcher to develop the materials to teach speaking skill.
Moreover, the result of questionnaire given to the students of SMP 1, 4, and 12 Surakarta, they said that
the speaking materials provided in the book are too simple. They needed more materials to support their learning
682
st
The 61 TEFLIN International Conference, UNS Solo 2014
in speaking. The students also said that they wanted to have interesting speaking materials in order to raise their
motivation.
Based on the above result, the researcher formulated the prototype of the product named “When I Speak
English” course book. It was video-based materials. The video contains some daily conversation based on the
basic competence stated in the syllabus.
2. Model Development
Field Try Out
After getting feedback from the expert, the prototype was tried out in the classroom to get the
feasibility. It was conducted with the participation of the seventh grade students of SMP Negeri 12 Surakarta.
The supplementary materials was studied by the English teacher before it was implemented in the classroom.
Before conducting the teaching and learning activity, the researcher and the English teacher were involved in an
informal discussion to syhncronize the perception about the materials.
The result of data findings were gathered from 1) Teacher’s interview, 2) Teacher’s questionnaire, 3)
Students’ questionnaire, and 4) Observation. The details of data findings are described as follows:
1) Teacher’s Interview
The teacher was asked to give opinion about video-based supplementary materials. The teacher said that the
video-based supplementary materials are suitable to enhance the student’s speaking skill. It provides some
language mechanic such as vocabulary, pronunciation, and grammar. The teacher said that the videos are
good tools to give models for the students.
2) Teacher’s questionnaire
Based on the teacher’s questionnaire the video-based supplementary materials were good materials for
junior high school students grade seventh. However, there were still some considerations that should be met.
They were the duration of the video and the variation of the speaking activity.
3) Students’ questionnaire
The number of students who joint the try out were 30 students. The result questionnaire was figured in the
below table.
Table 3
The result of the students’ questionnaire
No
1
2
3
4
Description
The video-based supplementary materials are
interesting
The video-based supplementary materials
improves the students’ motivation to speak
English
The video-based supplementary materials can
improves the students’ speaking skill
(vocabulary, pronunciation, grammar, and
fluency)
The duration of the video is sufficient
YES
28
%
93
NO
2
%
7
25
83
5
17
24
80
6
20
27
90
3
10
The above table shows that 28 students argued that the video-based supplementary materials are interesting
for them. 25 students said that the materials can motivate them to speak. While 5 students said that they did
not motivate to speak after learning using the materials. 24 students said that their mechanic system of
language improved significantly. While 6 students said that their speaking skill did not improve. The duration
of the video was sufficient as said by 27 students while 3 students said that the duration was a bit too long.
4) Observation
The try out was held in the 7-D grade in SMP Negeri 12 Surakarta. Based on the observation, the researcher
found that the students were enjoy the teaching and learning process using the video-based supplementary
materials. They really paid attention while the video was displayed by the teacher. The students also join
some speaking activity enthusiastically.
Evaluation and Revision
During the field try out, the researcher took her role as the observer to see whether the supplementary
materials worked well in the classroom or not. The researcher observed the English teacher and the students. To
know the feed back from the English teacher, after each field try out, the evaluation section was carried out
st
The 61 TEFLIN International Conference, UNS Solo 2014
683
involving the students, English teacher, expert, and the researcher. The information collected from the evaluation
was used to revise the prototype.
Through the product evaluation, the researcher was able to formulate the strenght and weaknesses of the
prototype. In the revision section, the researcher did some changes to the prototype based on the need of the
English teacher.
Discussion
As it has been mentioned earlier that the purpose of the study was to develop video-based
supplementary materials to teach speaking skill. This development was based on the weaknesses of the 2013
curriculum course book entitled “When English Rings A Bell”. As mentioned in the basic competence, the
students are asked to produce spoken and written text based on the theme on each chapter. The final product of
this research entitled “When I Speak English” provides speaking materials for seventh grade students.
Based on the need analysis, some teachers coming from SMP Negeri 1, 4, and 12 Surakarta said that
they needed models to teach speaking in which give the students example on how to pronounce the vocabulary
and structure of sentences. It is in line with Williams and Lutes (2009) who states that there are some benefits in
using video as a teaching tool.
a. Video materials can focus on information that cannot be readily presented in atraditional calssroom because
of constraints such as size, location, costs, etc.
b. Video materials present the same target structures and vocabulary in anew medium that allows for core
repetition of the target language before learner attention is diverted or lost.
c. Video materials are excellent method of exposing language learners to language used in a wide variety of
contexts because of the variety of selections available.
d. The students have the opportunity to observe more authentic materials
However, “When I Speak English” video-based supplementary materials still had some weaknesses.
This material could not be used in every schools because it depended on the equipment such as computer, laptop,
LCD projector, and loud speaker. The teacher should also modify the speaking activity in order to make the
atmosphere of the class alive so the goals of the teaching and learning can be achieved.
Conclussion
To summarize, the video-based supplementary materials tries to provide both the teacher and students
the materials to improve the students’ speaking skill based on the 2013 curriculum. It was developed from the
weaknesess of “When English Rings a Bell” course book and also the students’ need.
Suggestion
It is hoped that “When I Speak English” video-based supplementary materials can be used by the
English teacher of the seventh grade students in Junior High School as the supplementary materials in order to
achieve the basic competence in speaking skill. The researcher also hopes that this research can be the references
to others researcher in conducting the same study with the different point of view.
References
Borg, Walter R., Gall, Meredith D. (1983). Educational Research: An Introduction. New York: Longman
Intajuck, Yonguth. (2001). Maximazing the Utilization of Video in the EFL/ESL Classroom. Retrieved from
http://www.researchgate.net/publication/239582060_Maximizing_the_Utilization_of_Video_in_the_EF
LESL_Classroom
Kementrian Pendidikan dan Kebudayaan. (2013). Modul Pelatihan Implementasi Kurikulum 2013
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 71 tahun 2013 Tentang Buku Teks
Pelajaran dan Buku Panduan Guru untuk Pendidikan Dasar dan Menengah.
William, R.T., & Lutes, Peter. (2009). Using Video in ESL Classroom. Retrieved from www.takamatsuu.ac.jp/library/06.../kiyo/no48/001-013_williams.pdf
684
st
The 61 TEFLIN International Conference, UNS Solo 2014
BASED ON CURRICULUM 2013 FOR THE SEVENTH GRADE STUDENTS
Monika Widyastuti Surtikanti
English Education
Graduate School Sebelas Maret University
monikawidy72@gmail.com
Abstract: In the recent curriculum, curriculum 2013, the government assigned to use the course book “When
English Rings A Bell”. However the course book doesn’t accomadate the materials especially for the
instructional models to teach speaking skill. Regardless of these urgency, the researcher found out that it is
necessary to have video-based supplementary materials to teach speaking skill. This paper describes the
development of video-based supplementary materials to teach speaking based on the need analysis conducted in
some Junior High Schools in Surakarta. It is R&D study which employed two stages i.e exploration and model
development. The final product of this study was a video-based supplementary material entitled “When I Speak
English”. The result of the final product try out indicates that the video-based supplementary materials is suitable
for teaching speaking for the seventh grade students of SMP Negeri 12 Surakarta. The video helps the teacher to
give models to the students since it provides some vocabulary, grammar, and pronunciation which can support
their speaking fluency.
Keywords: video based, supplementary materials, speaking, 2013 Curriculum
Speaking is crucial in a second or foreign language. It is a process which enables people to share
information, ideas, and feeling. It is also supported by body language or gestures. In other words speaking is a
communication practice that exchanges of ideas or information, between two or more persons, usually at least
one speaker (sender), a message which is transmitted, and a person or persons for whom this message is intended
(the receiver).
Speaking is an ability to say something which involves the ability in using the words in the correct
order, correct pronunciation, right grammatical form, and meaningful context, fluency, and choosing the choice
of words (vocabulary) in the process of interpreting and negotiating meaning in conveying messages to establish
and maintain social relationship.
The role of speaking skill in the recent curriculum is important. In the curriculum 2013, the students are
expected to be more active in raising questions toward the knowledge being learned. The students’ curiousity has
to be explored in the process of teaching and learning. It is in line with the principle of scientific approach
whereas the knowledge is acquired from the process of observing the phenomena, raising some questions,
exploring the theory, constructing the concept, and communicating it. In short the students have to actively use
the language in the form of spoken language in order to present the knowledge in a real communication.
In order to achieve the goals in speaking class the teacher should formulates the materials as interesting
as possible. One of them is video. In second language education, video materials have proved especially useful
for a number of reasons. Video materials provide students with the opportunity to experience the target language
in a more natural context (Williams and Lutes 2009 : 2). Video in language learning may mean the use of
popular films on video to provide content, and the use of smaller pieces of broadcast documentaries. Video can
be used as listening and speaking tool to enhance the students’ language ability (Intajuck 2001: 2).
In line with the above explanation, it can be concluded that good speaking materials should give more
chances to the learners in using the language by giving challanging and pleasurable tasks. The materials should
also accomodate the aspects of speaking skills namely vocabulary, pronunciation, word order, proper grammar,
and fluency. Finally the materials can be applied in their real life as a means of communication.
Method
This is a research and development study or it is known as R&D study. Borg and Gall (1983) states that,
in terms of educational research and development, it deals with a process of developing and validating
educational instruction. It is aimed to produce any kind of product for educational purposes. The product is
developed based on the need analysis and document study in the preliminary stage. The product being developed
was evaluated through feasibility test to see whether it is applicable or not.
Borg and Gall (1983) developed some main stages in developing a product in Research and
Development study. According to Borg and Gall, there are 10 main procedures in R&D study, namely:
st
The 61 TEFLIN International Conference, UNS Solo 2014
681
However, for some limitation and consideration, in this study, the procedures will be simplified into two
main stages. Those can be seen in the following table.
Table 2
The Procedure of Study
Stages
1. Exploration
2. Model
Development
Activities
Purposes
Data
Resources
- Library
Research
- Field
Research
To study the
related theories
and the existing
materials to
speaking for
grade VII
Journals,
textbooks,
English
teachers,
students, and
documents.
Prototype
development
To produce a
prototype of the
video based
supplementary
materials
Product
spesification
Expert
judgement
To validate the
prototype
Product
spesification
Field try out
To get the
feasibility of
the video-based
supplementary
materials
English
teachers,
students
Techniques of
Data
Collection
Library
research,
classroom
observation,
interview,
questionnaire,
document
analysis.
Need analysis
data
Expert
judgement
sheet
Classroom
observation,
interview.
Data
The available
materials and the
implementation
of teaching
English in grade
VII
The prototype
form of the
supplementary
materials to
teach speaking
The result of
expert judgment
sheet
The
implementation
of the classroom
activities
provided in the
supplementary
materials
Technique
of Data
Analysis
Descriptive
qualitative
analysis
Descriptive
qualitative
analysis
Descriptive
qualitative
analysis
Findings
This is a research and development study or called as R&D. There are two stages used by the
researcher in developing video-based supplementary materials. They are: exploration and model development. In
exploration stage, the researcher saw the quality of the materials to see whether they have met the competence
standards. Also, she conducted need analysis in order to know what kind of materials should be added. After
knowing the quality and the students’ need the researcher made the prototype draft before it is consulted to the
expert in TEFL field.
Model development stage is the stage whereas the video-based supplementary materials was tried out
to the teacher and students. The feedback toward the supplementary came from the teacher and students as the
user. The data were collected using questionnaire and interview.
1. Exploration
Based on the Minister of Education Regulation number 71/2013 (Peraturan Menteri Pendidikan dan
Kebudayaan Republik Indonesia nomor 71 tahun 2013), it is assigned that the book entitled “When English
Rings A Bell” (WERB) is used as the course book in English subject. The government has provided the course
book that should be used by the teachers. There are two versions of WERB provided by the government in which
student’s book and teacher’s book. The content of WERB is quite interesting. It contains many colorful pictures
and some exercises.
However, the materials provided in WERB are limited. According to the interview involving three
English teachers of SMP Negeri 1, 4, and 12 Surakarta, they said that WERB has limited materials. They had to
find another teaching resources in order to add the materials in teaching English. WERB does not accomodate
the four skills of language, namely listening, speaking, reading, and writing. In teaching speaking skill,
especially, the English teachers said that they need models in teaching speaking in terms of models of
conversation in transactional and interpresonal dialogue and also spoken descriptive text which are not provided
in the book. Therefore, the materials are needed to be developed in order to reach the basic competence. It leads
the researcher to develop the materials to teach speaking skill.
Moreover, the result of questionnaire given to the students of SMP 1, 4, and 12 Surakarta, they said that
the speaking materials provided in the book are too simple. They needed more materials to support their learning
682
st
The 61 TEFLIN International Conference, UNS Solo 2014
in speaking. The students also said that they wanted to have interesting speaking materials in order to raise their
motivation.
Based on the above result, the researcher formulated the prototype of the product named “When I Speak
English” course book. It was video-based materials. The video contains some daily conversation based on the
basic competence stated in the syllabus.
2. Model Development
Field Try Out
After getting feedback from the expert, the prototype was tried out in the classroom to get the
feasibility. It was conducted with the participation of the seventh grade students of SMP Negeri 12 Surakarta.
The supplementary materials was studied by the English teacher before it was implemented in the classroom.
Before conducting the teaching and learning activity, the researcher and the English teacher were involved in an
informal discussion to syhncronize the perception about the materials.
The result of data findings were gathered from 1) Teacher’s interview, 2) Teacher’s questionnaire, 3)
Students’ questionnaire, and 4) Observation. The details of data findings are described as follows:
1) Teacher’s Interview
The teacher was asked to give opinion about video-based supplementary materials. The teacher said that the
video-based supplementary materials are suitable to enhance the student’s speaking skill. It provides some
language mechanic such as vocabulary, pronunciation, and grammar. The teacher said that the videos are
good tools to give models for the students.
2) Teacher’s questionnaire
Based on the teacher’s questionnaire the video-based supplementary materials were good materials for
junior high school students grade seventh. However, there were still some considerations that should be met.
They were the duration of the video and the variation of the speaking activity.
3) Students’ questionnaire
The number of students who joint the try out were 30 students. The result questionnaire was figured in the
below table.
Table 3
The result of the students’ questionnaire
No
1
2
3
4
Description
The video-based supplementary materials are
interesting
The video-based supplementary materials
improves the students’ motivation to speak
English
The video-based supplementary materials can
improves the students’ speaking skill
(vocabulary, pronunciation, grammar, and
fluency)
The duration of the video is sufficient
YES
28
%
93
NO
2
%
7
25
83
5
17
24
80
6
20
27
90
3
10
The above table shows that 28 students argued that the video-based supplementary materials are interesting
for them. 25 students said that the materials can motivate them to speak. While 5 students said that they did
not motivate to speak after learning using the materials. 24 students said that their mechanic system of
language improved significantly. While 6 students said that their speaking skill did not improve. The duration
of the video was sufficient as said by 27 students while 3 students said that the duration was a bit too long.
4) Observation
The try out was held in the 7-D grade in SMP Negeri 12 Surakarta. Based on the observation, the researcher
found that the students were enjoy the teaching and learning process using the video-based supplementary
materials. They really paid attention while the video was displayed by the teacher. The students also join
some speaking activity enthusiastically.
Evaluation and Revision
During the field try out, the researcher took her role as the observer to see whether the supplementary
materials worked well in the classroom or not. The researcher observed the English teacher and the students. To
know the feed back from the English teacher, after each field try out, the evaluation section was carried out
st
The 61 TEFLIN International Conference, UNS Solo 2014
683
involving the students, English teacher, expert, and the researcher. The information collected from the evaluation
was used to revise the prototype.
Through the product evaluation, the researcher was able to formulate the strenght and weaknesses of the
prototype. In the revision section, the researcher did some changes to the prototype based on the need of the
English teacher.
Discussion
As it has been mentioned earlier that the purpose of the study was to develop video-based
supplementary materials to teach speaking skill. This development was based on the weaknesses of the 2013
curriculum course book entitled “When English Rings A Bell”. As mentioned in the basic competence, the
students are asked to produce spoken and written text based on the theme on each chapter. The final product of
this research entitled “When I Speak English” provides speaking materials for seventh grade students.
Based on the need analysis, some teachers coming from SMP Negeri 1, 4, and 12 Surakarta said that
they needed models to teach speaking in which give the students example on how to pronounce the vocabulary
and structure of sentences. It is in line with Williams and Lutes (2009) who states that there are some benefits in
using video as a teaching tool.
a. Video materials can focus on information that cannot be readily presented in atraditional calssroom because
of constraints such as size, location, costs, etc.
b. Video materials present the same target structures and vocabulary in anew medium that allows for core
repetition of the target language before learner attention is diverted or lost.
c. Video materials are excellent method of exposing language learners to language used in a wide variety of
contexts because of the variety of selections available.
d. The students have the opportunity to observe more authentic materials
However, “When I Speak English” video-based supplementary materials still had some weaknesses.
This material could not be used in every schools because it depended on the equipment such as computer, laptop,
LCD projector, and loud speaker. The teacher should also modify the speaking activity in order to make the
atmosphere of the class alive so the goals of the teaching and learning can be achieved.
Conclussion
To summarize, the video-based supplementary materials tries to provide both the teacher and students
the materials to improve the students’ speaking skill based on the 2013 curriculum. It was developed from the
weaknesess of “When English Rings a Bell” course book and also the students’ need.
Suggestion
It is hoped that “When I Speak English” video-based supplementary materials can be used by the
English teacher of the seventh grade students in Junior High School as the supplementary materials in order to
achieve the basic competence in speaking skill. The researcher also hopes that this research can be the references
to others researcher in conducting the same study with the different point of view.
References
Borg, Walter R., Gall, Meredith D. (1983). Educational Research: An Introduction. New York: Longman
Intajuck, Yonguth. (2001). Maximazing the Utilization of Video in the EFL/ESL Classroom. Retrieved from
http://www.researchgate.net/publication/239582060_Maximizing_the_Utilization_of_Video_in_the_EF
LESL_Classroom
Kementrian Pendidikan dan Kebudayaan. (2013). Modul Pelatihan Implementasi Kurikulum 2013
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 71 tahun 2013 Tentang Buku Teks
Pelajaran dan Buku Panduan Guru untuk Pendidikan Dasar dan Menengah.
William, R.T., & Lutes, Peter. (2009). Using Video in ESL Classroom. Retrieved from www.takamatsuu.ac.jp/library/06.../kiyo/no48/001-013_williams.pdf
684
st
The 61 TEFLIN International Conference, UNS Solo 2014