| dc.description.abstract | This study employed quasi-experimental research design to investigate the effectiveness of video-making task in students speaking skill. The study was conducted in UPT Bahasa IAIDA Blokagung Banyuwangi during corona virus pandemic on April 2020. The sample of this study was students of Arabic department in second semester who are obligated to join English intensive language. There were 45 students involved the study; 22 students of experiment class and 23 students of control class.
In pre-test, students’ speaking skill in experiment and control class was revealed on the same level, so researcher went to held conduct the treatment. The treatment was held in four meetings via online applications, e.i. YouTube, WhatsApp, Instagram, and Facebook. Experiment class was given video-making task and control group was given audio-lingual method. In experimental class, tutor gave the theme of each meeting and asked students to make video about the theme and upload it on social media (YouTube, Instagram, and Facebook). Students submitted the link of their video on WhatsApp class group and then tutor gave feedback to students’ video.
The post-test was conducted after the treatment by two raters. Students were called via WhatsApp video and asked to explain about themselves in 5 minutes. The data of pre-test and post-test was analyzed by using independent sample t-test using SPSS 2.0.
The result shown that there is significant effect of giving video-making task on students’ speaking skill, the p was 0.00<0.05. Moreover, students of Arabic education department in IAIDA Blokagung Banyuwangi those given video-making task achieve better score on speaking test than those are given audio-lingual method
Video-making task is a good alternative in teaching English because it opens students’ creativity and their self-correction in speaking. Students have to write, read, recite the script before taping the video, and sometimes they need to retake and edit the video. | en_US |
