Student's Perception of Improving Speaking Skills Through Video Recording Task

JOURNAL OF LINGUISTICS, CULTURE AND COMMUNICATION Vol.02, No.01, 2024: June: 18-29 Student's Perception of Improving Speaking Skills Through Video Recording Task Fransiska M. Ena Tukan 1Institut Keguruan dan Teknologi Larantuka, Indonesia Email: Submission Track: Received: 18-01-2024, Final Revision: 19-02-2024, Available Online: 01-06-2024 Copyright © 2024 Authors This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. ABSTRACT Speaking is one of the most important skills to enhance effective communication. The research aimed to find out (1) students' perception of improving speaking skills through video recording tasks and (2) student's feelings when doing video recording tasks. The research was qualitative. The participants were ten students taking part in the Speaking 1 class in the academic year 2023/2024 at the English Department Program. Data was collected through observation, interviews, and a questionnaire listed. Findings showed student's responses to the speaking task, such as (1) students enjoyed making video recordings, (2) students often watched the video many times before being handed over to the lecturer, (3) students often reviewed and exercised through their video clips, (4) students often evaluated their video to recognize their speaking mistakes, (5) students always practiced their speaking before recording their video. In addition, relating to the students' feelings, data showed that students were happy to do a video recording task. They were confident in using the English language. They mentioned that it was easy to use the application for practicing. They could learn how to use the applications for editing a video. Therefore, these class activities were useful for helping students with their speaking. Their process can be seen in the progress which is going on. Keywords: Learning practice; Speaking skill; student's perception; student's feeling; video recording 18 JOURNAL OF LINGUISTICS, CULTURE AND COMMUNICATION Vol.02, No.01, 2024: June: 18-29 INTRODUCTION English has become the largest lingua in France in the use of world languages by a combination of native and non-native speakers (Nurdin, 2021). Learning English involves developing language skills, such as speaking, listening, reading, and writing skills (Elmiati & Ikhsan, 2023). In the 21st century, various technological innovations have introduced the teacher to teach English in the classroom (Parveen, 2016). The current learning experience has investigated pre-service English teacher's assessment from traditional assessment to digital assessment (Köroğlu & Öz, 2023). As we already know, speaking skills are essential in acquiring a foreign or second language (Dalimunte & Harahap, 2023). Many students fail to speak and are still nervous when speaking up with their friends. Through speaking, students can share some information with another person. Talking about speaking, we do not mean just saying the words through mouth. It means conveying the message through word of mouth. This skill is often ignored in some teachers' classes. Learners do not have enough opportunities to speak English either in their classes or outside (Leong et al., 2017). Students should emphasize developing their speaking skills as part of comprehensive English communication needs. Speaking ability focuses on producing spoken words, phrases, and sentences in public spaces. By possessing excellent speaking skills, speakers may convey their ideas, thoughts, and opinions in a way that is functional and acceptable to the interlocutor in a practical situation (Menggo et al., 2022). Some problems when students still make a speaking mistake because they rarely practice with their friends. When we are talking without correct pronunciation, we will make an error in communication. The internal problem in learning English comes from the students themselves. The students are not motivated to practice their speaking skills, so they cannot use the language correctly. They get some obstacles in speaking English. And they do not know how to pronounce the words and lack of preparation. Students are still nervous and worried about themselves when they are speaking with others (Putri & Rahmani, 2019). 19 JOURNAL OF LINGUISTICS, CULTURE AND COMMUNICATION Vol.02, No.01, 2024: June: 18-29 The teacher or lecturer should have an interesting teaching design class in learning English especially to improve speaking skills. To enhance students' speaking skills, the teacher can offer an innovative learning experience to students who engage the meaningful interaction and improve the area where the students see an obvious need for improvement (Kırkgöz, 2011). Today, digital learning has become a new learning mode where language teachers can use technology to design their teaching learning procedure (Tahmina, 2023). In learning to speak, many classes and design activities can help the students in learning. Technology is already the human partner anywhere in this era, which is familiar with the 4.0 century. Learning language type that integrates mobile technology as the learning media usually called MALL (Mobile-Assisted Language Learning) has an impact on the rapid growth of technology especially in language learning. Students and technology have continued interaction such as playing music, playing games, sending and receiving messages, taking photos, recording videos, and others. Students are familiar with enjoying some social accounts. Most of them can have more than two social accounts to chat and have relationships with online friends. The access to technology to get the device is easier since it is available at many places and has various types and prices that can be adjusted based on their need and capability. Therefore, the changing of this lifestyle makes the immersion of technology for language teaching possible (Thien Trang & Phuong Hong, 2021). As language teachers, we have to start to make the usefulness of students' video recording tasks. This means that all the tasks that the teacher gives students impact students' speaking skills. Make sure that all the students can do a self-evaluation after recording the video. We know that the technology has earned the popularity of covering learning styles in the English language instructed on video (Puspa, 2016). Technology in education has already improved training effectiveness on the pointed disciplines, and implement the requirement of students health saving in learning (Kruchinina et al., 2016). Video material is also can increase student satisfaction, participation, engagement level in their learning experience (Underdown & Martin, 2016). Using digital technology can provide students factual information to have an interaction and communication (Iskru & Schulz, 2020). Digital technologies that provide students factual information dominate overwhelmingly over the 20 JOURNAL OF LINGUISTICS, CULTURE AND COMMUNICATION Vol.02, No.01, 2024: Ju (...truncated)