Role of Video-Recorded Speaking Task in Improving Students’ Speaking Skill

Rahma Sakina, Riyadh Ahsanul Arifin, Rispa Mustika, Dini Utami Mulyaningsih
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Abstract

This study is aimed at examining the effectiveness of video recorded speaking task in improving students’ speaking skill. A quasi-experimental design is employed in this study. The population was the tenth grade students of a vocational school in Bandung. The sample was 30 students chosen through convenience sampling. The sample was divided into two groups: experimental and control groups. Each group was given a pre-test at the beginning and a post-test at the end of the treatment.  The kind of speaking test was mini conversation test where the researcher gave the students topic, and gave them time to prepare talks, and then they performed it in front of the class. In this stage, the researcher assessed their speaking skill using the scoring rubric by Brown (2001) cited in Vidhiasi (2017). The result of pre-test score showed that there was no significant difference between two classes. Then, the result of analyzing gained score, generated from the difference between pre- and post-test, revealed that the score of experimental class was significantly higher than controlled class at significance level 0,05. It means that the use of video recorded speaking task was effective in improving students’ speaking skill.
视频录像口语任务对提高学生口语水平的作用
本研究旨在探讨录像口语任务在提高学生口语水平方面的效果。本研究采用了准实验设计。研究对象是万隆一所职业学校的十年级学生。样本为方便抽样法选出的 30 名学生。样本分为两组:实验组和对照组。每组在治疗开始时接受前测,治疗结束时接受后测。 口语测试是小型会话测试,研究人员给学生提供话题,给他们时间准备谈话,然后让他们在全班面前表演。在这一阶段,研究者使用布朗(Brown,2001 年)的评分标准(转引自 Vidhiasi,2017 年)对学生的口语技能进行评估。前测得分结果显示,两个班级之间没有显著差异。然后,根据前测和后测之间的差异得出的增益分分析结果显示,在显著性水平为 0.05 时,实验班的得分明显高于对照班。这说明录像口语任务的使用有效地提高了学生的口语水平。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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