View of The Effectiveness of Ted-Ed as Video Based Media Towards High School Students’ Listening Skill

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Available Online: https://jurnal.ustjogja.ac.id/index.php/JELLT/index

10.36597/jellt.v7i1.14316 This is an open-access article under the CC–BY-SA license. 63

THE EFFECTIVENESS OF TED-ED AS VIDEO-BASED MEDIA TOWARDS HIGH SCHOOL STUDENTS’ LISTENING SKILL

Kadek Febriana Merdianti*, Made Hery Santosa, Kadek Sintya Dewi

Universitas Pendidikan Ganesha. Jl. Udayana No.11, Kabupaten Buleleng, Bali, 81116, Indonesia [email protected]; [email protected]; [email protected]

*Corresponding Author

Abstract: The use of technological tools to teach English skills, especially listening, has been proved by previous study bring a positive effect towards students’ performance.

Therefore, this study aimed to see the effectiveness of TED-Ed as video-based media on students’ listening skill at SMAN 1 Singaraja, Bali. This research is an experimental study, in which applied quasi-experimental design with a post-test only control-group design.

The data were collected through post-test and later, the post-test results from both groups were compared and analyzed. The result showed that the mean score of the experimental group was higher than the control group, 80,03 > 75,49. It indicates that the group taught with TED-Ed had better result than the other group who taught by using audio-based media. Moreover, the sig. (2-tailed) value in the independent sample t-test was lower than 0,5, in which 0,003. It means that there was a significant effect of the use of TED-Ed on student’s listening skill. Therefore, TED-Ed affects the students’ listening skill and makes the students perform better than the use of audio-based media.

Keywords: listening skill, CALL, TED-Ed, effect

How to Cite: Merdianti, K. F., Santosa, M. H., & Dewi, K. S. (2022). The Effectiveness of TED-Ed as Video- Based Media Towards High School Students’ Listening Skill. Journal of English Language and Language Teaching, 7(1), 63-71. doi:http://dx.doi.org/10.36597/jellt.v7i1.14316

INTRODUCTION

In our daily communication, listening has become crucial. It is a task where we must not only pay attention to the speaker but also catch or understand the message that the speaker is trying to convey. According to Renukadevi (as cited in Humeniuk et al., 2021), when other researchers conducted a study on the importance of mastering listening skill, it was confirmed that 45% of language expertise can be attained through listening, followed by speaking (30%), reading (15%), and writing (10%), in that order.

Despite the fact that listening is a fundamental ability that must be learned, many EFL (English as a Foreign Language) students believed that listening was a difficult skill to master. As indicated by Humeniuk et al., 2021 and Anggraeni & Indriani (2018), students perceive listening to be a complex activity, making it challenging for them to

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 64 develop their listening skills. Additionally, it was noted by Humeniuk et al. (2021) and Anggraeni & Indriani (2018) that the difficulty of listening skill is due to the fact that it calls for students to "identify sound, recognize words and structure, interpret stress and intonation, and understand the speakers' meaning." According to the researchers' preliminary study, the pupils believe that the speaker speaks too quickly, making it challenging to understand what they are saying. Other than that, the teacher rarely had the students do listening exercises. The students found it confusing for them to listen to a native speaker because they are used to listening to their teacher talk in class.

These days, it is not difficult to find a listening platform or source to assist students in training their listening skills. Numerous studies have demonstrated that using computer-assisted language learning, or CALL, can help students become more fluent language users. CALL refers to the use or the involvement of computers to study languages. The CALL program includes a variety of ICT resources and teaching strategies for the study of foreign languages. Using CALL in the learning process can improve students' learning efficacy and has an impact on their motivation and enthusiasm for studying (Maulana, 2020; Vahdat & Eidipour, 2016; Khoshsima & Mozakka, 2017;

Budiana, 2021).

One of the uses of CALL for listening learning is video-based media like TED-Ed. It is a good platform to be used as an option for teaching-learning activities, especially for listening. TED-Ed is basically a website that also produces animated videos for various topics such as science, mathematics, literature, etc. On the website, the teacher and the students can explore and watch the videos offered there. In each video, several questions and discussion forums related to the video are available for users to work on. Other than that, the teacher can also make their own lesson by customizing the video available and then just re-create the questions which later can be shared with the students.

According to previous studies, the use of video in teaching listening had gain positive impact. Azizah (2019) employed a quantitative approach with 48 students at a vocational high school in Langsa to investigate the impact of audiovisual media on students' listening skills. The study found that using audiovisual materials had an impact on pupils' ability to listen. The pupils also had a pleasant attitude during the lesson. They were eager to learn English and were driven to do so. Moreover, a study conducted by Ariawan and Sulistyani (2020) and Polat and Eristi (2019) also found the same result, where learning through authentic video affect and improve students’ listening skill. Ariawan and Sulistyani (2020) also found that using video during listening exercises can help students understand abstract ideas better.

Other than that, a study that investigates the impact of TED-Ed on students' listening abilities was once conducted by Damayanti and Sumarniningsih (2022) in Surabaya. The result showed that students who were taught through TED-Ed performed better than those who weren't. Additionally, the student’s responses to TED-Ed in terms of learning motivation, interest, content understanding, and learning outcome are positive. Not only listening, but TED-Ed also gives a positive effect on students’ vocabulary learning.

Rashtchi et al. (2021) and Jasmin and Yanto (2020) who did research in the area of vocabulary by using TED-Ed got a result where students perform better when taught with TED-Ed. Based on their findings, the video's visualization in TED-Ed helped the students understand the material more clearly.

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 65 The researchers discovered that TED-Ed has a positive impact on students' learning outcomes based on the prior study. As a result, the researchers were eager to see whether the findings of those earlier studies were also matched in this research. Since there aren't many studies on TED-Ed, particularly ones looking at how TED-Ed affects students' listening skills, the researchers conducted an experimental study in SMAN 1 Singaraja, specifically for students in the 11th grade, with the purpose of investigating whether TED- Ed affects students' listening skills or not. Through this research, it was hoped that it can contribute new theories regarding how TED-Ed can improve students' listening skills.

Moreover, the teacher can implement and promote this tool to their students in the class and get the benefit that the platform offered.

LITERATURE REVIEW Listening Skill

According to Rost (1990), listening is the process of figuring out what the speaker is attempting to convey. To prevent misunderstandings, we must focus on the speaker while listening. When EFL students want to improve their listening skills, they must pay close attention to the speaker because if they do not, they will miss some of the information being spoken and will not comprehend what is being said. In addition to paying attention to the speaker, the success of the message delivery to EFL students is also influenced by the speaker's speed and word choice.

Harmer (2007) divided listening into two categories in terms of learning a language, namely intensive listening and extensive listening. Intensive listening is focused on "the spoken form of the language." If students encounter any difficulties, it looks that the teacher will assist them. During intensive listening, conversations about certain circumstances or topics are captured on CDs or tape. Intensive listening also refers to paying close attention to the instructor during class or an interview. On the other hand, extensive listening most often takes place outside the lesson, in the students' homes or vehicles. They can select their preferred music, podcast, or video to watch while they listen. They will benefit from being exposed to real learning materials and from understanding how native speakers speak. Additionally, listening to their preferred listening material will be more engaging and will help to motivate them to improve their listening abilities.

The students' level must be taken into account when the teacher is teaching listening. Selecting realistic listening material such as radio or films is important, as mentioned by Harmer (2007). However, using this source can be inappropriate for lower- level pupils because it is too difficult for them to use. On the other hand, we also don't want to provide the lower-level learner with inauthentic terminology, which doesn't sound like the real thing. Instead, we can utilize actual language that is near to real-life language even though it is written at the pupils' level.

Computer-Assisted Language Learning (CALL)

The term "Computer-Assisted Language Learning," or CALL, refers to the use of computers to aid with language learning. The CALL program incorporates a range of ICT resources and teaching strategies for the study of foreign languages. CALL is used in both virtual learning environments and web-based remote learning.

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 66 The usage of CALL in education can have a lot of positive effects on language acquisition. According to Rachmawati, Fadhilawati, and Setiawan (2020), CALL can boost students' motivation, curiosity, and sense of self-worth; it can also foster the autonomous learner; and it can provide an authentic setting that increases students' exposure to real- world English learning scenarios. Furthermore, by using CALL, both the students and the teacher can develop computer skills and switch from a teacher-centered to a learner- centered approach (Rachmawati, 2016).

TED-Ed

The acronym TED stands for Technology, Entertainment, and Design. Meanwhile, Ed stands for Education. Rahmatika, Meliasari, and Anjarani (2016) describe TED as a non- profit group that encourages the exchange of ideas through quick speeches and films. It has a lot of programs and TED-Ed is one of them. A website or platform called TED-Ed gives teachers the ability to make multiple choice questions, open-ended questions, open dialogues, and add extra material based on videos from any source. Along with creating their own content, teachers can also access the TED-Ed platform's instructional resources.

TED-Ed is useful for language learning because it provides a variety of videos, particularly animated videos that the teacher can use to encourage the students to interact with the content in the video by responding to the questions, discussing it with peers, and digging deeper with the provided additional information. Other studies have proven the advantages of language acquisition using films. Since videos provide illustrations for any concepts or procedures the narrator doesn't clearly describe, learners are better equipped to study and understand the subject matter (Jasmin & Yanto, 2020).

TED-Ed is one of the best teaching tools that may assist the teacher in lesson planning. The teacher simply needs to select the video and add a few exercises to create a short lesson that students must complete. By seeing the students' responses and the discussion, the teacher may also keep an eye on them and evaluate their performance.

TED-Ed is also effective because users only need to perform a browser search to access the website, and it uses little internet data usage and device memory. One platform can be used for all activities, including creating the lesson, watching, responding, reading, discussing, assessing, and monitoring. When students successfully respond to a question, the teacher can give a clue about where the answer is in the video. Furthermore, everyone can easily use the user interface because it is uncomplicated.

METHOD

The researchers employed a quasi-experimental design with a post-test only control-group design. Creswell (2014) stated that this is a common experimental design where the participants are divided into groups at random. Moreover, the experimental group is the only one to receive therapy, and the posttest compares the performance of the two groups. In this research design, there were two groups who got different treatments, namely the experimental group who got special treatment, and the control group who will not receive special treatment. The group with special treatment was taught with TED-Ed meanwhile the other group was taught with audio-based material.

After both groups received five treatments, the post-test was conducted to see the students’ performance after they were given different treatments. Later, the post-test

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 67 results of both groups were compared to see whether there was a significant effect towards the use of TED-Ed on students’ listening ability or not.

This study was conducted at SMA Negeri 1 Singaraja, Bali for about six meetings.

The sample was chosen by employing simple random sampling to the total population of the eleventh-grade student, in which 391 students were already divided into 12 classes.

The result of the sampling showed that XI MIPA 1 acted as the experimental group while XI MIPA 2 was the control group. Each of those groups consists of 32 students. In order to check whether the sample was normally distributed, the researchers conducted normality and homogeneity test from the result of students’ summative assessment.

To get the data, the researchers employed listening exams with multiple-choice questions as the question types. Before the instrument was used, a validity and reliability test was conducted by using Anates V4. After the data was gathered from the post-test, a normality and homogeneity test was done to check if the data was normal and homogenous. Next, the independent sample t-test was used to analyze the data with the help of SPSS v19. Moreover, to see the level of the treatment’s effect, Cohen’s d-effect size test was employed.

RESULTS AND DISCUSSION Results

After the post-test was conducted, descriptive and inferential statistics were used to analyze the data. In the descriptive statistical analysis, the data found were the mean score, median, mode, range, variance, and standard deviation of both groups. The outcomes of the post-test for both groups were displayed in Table 1 below.

Table 1. Experimental and control group statistics

Experimental Group Control Group

Mean 80,03 75,49

Median 80,64 74,19

Mode 80,64 74,19

Range 29,03 22,58

Variance 38,570 32,125

Standard Deviation 6,21049 5,66790

From the table above, the mean score of the group who received special treatment with TED-Ed was higher than the control group, who did not receive any special treatment, namely 80,03 > 75,49. The results showed that the experimental group and control group had significantly different listening comprehension scores on the post-test.

It means that the students who were exposed to TED-Ed, in which the experimental group, did better in listening performance than the students who were exposed to audio-based media in the control group. To determine whether there was a significant impact on students’ listening ability after being taught with TED-Ed, inferential statistics analysis

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 68 through an independent sample t-test was conducted. Table 2 below illustrates the result of the independent sample t-test.

Table 2. Independent Sample T-test F Sig. t df Sig. (2-

tailed)

Mean Difference

Std. Error Difference

0,078 0,781 3,052 62 0,003 4,53656 1,48635

From the table above, it can be seen that the 2-tailed significance value was 0,003, which is less than 0,5. If the significance value of 2-tailed is less than 0,5, It indicates that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. Thus, it can be said that the alternative hypothesis was supported and that it was proven that TED-Ed gave a significant effect towards students’ listening comprehension.

To see the effect level of the use of TED-Ed on students’ listening skill, an effect size test using Cohen’s d effect size was conducted. To help measure the effect size level, an effect size calculator was used. Table 3 below displayed the result of the Cohen’s d effect size test.

Table 3. Effect size test

Experimental Group (Group 1) Control Group (Group 2)

Mean (M) 80.0353 75.4988

Standard deviation (s) 6.21049 5.66790

Sample size (n) 32 32

Cohen’s d 0.763028

According to the table above, it can be seen that the effect size result was 0,7.

Referring to Cohen’s d effect size level, 0,7 is considered as a medium. Therefore, the TED- Ed gave a medium effect towards students’ listening skill in this study.

Discussion

Based on the result of the study above, TED-Ed gave a significant effect towards students’ listening ability when used for listening learning activities. The effect size level that TED-Ed gave on students’ listening skill was medium. This result was similar with the outcome of the study conducted by Damayanti and Sumarniningsih (2022) which did a study at a Surabaya-based private school on the impact of TED-Ed on pupils' listening skills. Other than Damayanti and Sumarniningsih (2022), previous studies by Ariawan and Sulistyani (2020) and Polat and Eristi (2019) that conducted research by using video- based media on students’ listening skill also showed a positive effect and results.

During the implementation of TED-Ed, the researchers did not directly ask the students to watch the video. Besides, a pre-listening activity was done to activate students’ prior knowledge as well as to introduce them to some difficult vocabulary that

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 69 may appear in the video that they watched later. According to Gruba (2018), in designing a lesson plan to teach listening, it is suggested to divide the learning process into pre- listening, during listening, and post-listening in order to make the listening learning process more efficient. He stated that pre-listening activity was important to add to get them ready for the demands of quick-paced comprehension that would soon come, in which the listening process. Therefore, the students in this study were given an introduction topic in the form of discussion and also vocabulary quizzes.

Based on the observation of the class, the students taught by TED-Ed showed enthusiasm in answering questions and also during discussions. The TED-Ed video that come in an animated form made the students understand the topic of the video better, which in turn affected their understanding when doing the post-listening activity. Since TED-Ed also provides additional information regarding the topic, the students can explore more and elaborate their ideas in the discussion forum after watching the video. Compare to the discussion on the pre-listening activity, the students showed better knowledge and use different vocabulary when communicating and writing their ideas in the post- listening activity. It is in line with the statement of Dewi et al. (2020) that animated video affects the students’ cognitive skill and understands the content better since it offers an interesting visualization. The visualization of the video helped the students in comprehending the meaning and explanation of the speaker.

Moreover, during the treatment, the researchers found that the students replay the video several times to get the detail of the information spoken by the speaker. Based on Anggraeni & Indriani (2018), one of the reasons why listening skill is hard to be acquired for students is because of the high speaking speeds of the native speaker. Since TED-Ed videos are dubbed by a native speaker and the treatment given in this study was only five times, in which the students only watch five videos, this can be the reason why the effect size level of TED-Ed was in medium level. According to (Eaton, 2011), to really master listening skill, students have to make it a habit. They need to expose themselves to authentic listening material consistently to acquire the desired level of fluency in listening.

CONCLUSION

Based on the result of the study and discussion previously, it is possible to conclude that using TED-Ed in the listening learning process made student performance better than using audio as a listening medium, with the mean score of the group using TED-Ed being higher than the other group, 80,03 > 75,49. Furthermore, TED-Ed had a significant impact on students' listening skills at medium-level. It is based on the independent sample t-test result, in which the significant value of 2-tailed was 0,003. Therefore, the alternative hypothesis (H1) can be accepted, in which the use of TED-Ed has significantly affected the listening skills of SMAN 1 Singaraja students in the eleventh grade.

Even though TED-Ed can be concluded as an effective media to teach listening, however, from this research, it is still unknown how students perceive the use of TED-Ed in listening learning. Therefore, future researchers who are interested in conducting research in the same field are suggested to find the students’ perception of this tool.

Finding out the students’ perspectives towards TED-Ed can help enrich the findings of this

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Copyright © 2023, Journal of English Language and Language Teaching, ISSN 2579-6046 70 study, especially when it is conducted in an interview method so that the answers gotten can be more varied and deep.

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