Students' Perception towards Using Video Recorded Speaking Task in Speaking Subject: A Descriptive Study in Sixth Semester English Department of Muhammadiyah University of Makassar. Based on the result of this research it showed that in table 4.1 mean 3.2 with Std .69 at very high level (positive/agree) like to do a video recorded speaking task. As a result, students' perception towards the use of video-recorded speaking tasks in the Department of English Education of the Sixth Semester of Muhammadiyah University of Makassar categorized as Positive/strongly agree and the dominant factor of challenges was the insufficient quality of the equipment .
Background
Based on previous research, in the study program of English education at Muhammadiyah University in Makassar, some lectures have already used video recording in the teaching and learning process. Not every student had a positive opinion about the use of the video-based speaking task in their speaking course. Because of this, I want to know how students perceive the use of videos in the speaking task, because the researcher wants to see the effect of using videos in the speaking topic so far.
Problem Statement
Concerns student likes and dislikes about the speaking task video used in class. I gave this title because the researcher wants to know the positive or negative perception of videos in the influence based on videos and student problems that many students face. An investigation is still needed to examine the quality of using video recording of a speech task. Perception Toward the Use of Video-Recorded Speaking Assignment and Speaking Subject at the Sixth Semester English Department Muhammadiyah University of Makassar”.
Objective of the Research
Significance of the Research
Scope of the Research
In other words, the use of video recording can improve students' accuracy and fluency. The third of Ikramah (2016), she has the research on "The effect of video recording on students' speaking ability". Based on the result of the data analysis, it was proved that the students' speaking scores are better after implementing video recording.
Some Partinent Ideas
- The Theory of Speaking a. Definition of Speaking
- Why the use of Video and Video-Recorded Speaking Assignment?
- The advantages and Disadvantages of Video-Recorded
- The Ways to Use Video Recorded
- Students’ Perception the Use of Video-Recorded speaking assignment in Speaking Subject
- Students’ Challenges Video-Recorded Speaking Assignment
2018) claim that video-recorded speaking assignments are preferred because they address the above-mentioned problems in speaking classrooms in EFL contexts, especially the limited amount of practice and student anxiety, through a video project that combines both face-to-face teaching and learning processes and technology. In addition, one of the products that can be generated by students was in a project-based learning outcome. video recorded. Students' perception the use of video recorded speaking assignment in speaking subject assignment in speaking subject.
Experience, the ability to develop speaking competence in oral production, and the use of a videotaped speaking task are all factors to consider. As a result, videotaped lessons will 'push' students to work in different learning styles. Learning speaking can be made more meaningful through video recording as students are exposed to context outside the confines of the classroom.
The video activity can increase the student's confidence with good preparation students can use the video recorded to know their weakness in speaking. Although some evaluation revealed positive response, to collect more information from the respondent, making video recorded speaking assignment has challenges and difficulties. Some students, based on prior observation, say that some of the challenges are factors in using videotaped speaking assignments.
This is due to the rapid growth of technology in pedagogical fields, especially learning media using videos of speaking tasks.
Conceptual Framework
Sample
The researcher chose based on criteria once used based on videotaped speaking assignments in their speaking topic. In addition, I chose this site to conduct my research because I found information from some students on videotaped speaking assignments. Another reason is that students often have to complete videotaped speaking assignments in their speaking section during class.
Research Instrument
Questionnaire
The Procedures of Data Collection
Data Analysis
Students’ Perception
In this part, the researcher consists of two indicators that were relevant to the objectives achieved. It is designed to help the writer learn more about student reactions to the implementation of a videotaped speaking assignment in a speaking topic. The questionnaire is based on According to Rahmi, S (2019), beliefs about perception contain three components, but this research focuses on affective components (emotional component).
The first part, including the explanation, focuses on the students' perception of the use of video recordings in their speaking skills, seen from the positive/fun dimension. I like videotaped speaking assignments applied during the lecture as it helps to solve my anxiety. I am happy to do videotaped speaking assignments because I can see my performance more than once.
I like the videotaped speaking task related to the lecture because I can express my ideas freely. I like the video-recorded speaking task that was considered a lecture because I have many opportunities to practice my speaking skills and improve my creativity.
The Recapitulation of Students’ perception on Like to Do Video- Recorded Speaking Assignment
As shown in Table 4.1, the overall average score of Perception for the use of video-recorded speaking commands is 3.2. This average score indicates that the perception of students about, for example, the use of video-recorded speaking assignments in the speaking subject is at the level of “Positive Agree”. First, more than half of students (58.7%) agree that they like videotaped speaking assignments that apply during the lecture because they can express their ideas freely, followed by (34, 8%) only strongly agree (4.3%) disagree and (2.2%) strongly disagree.
Second, more than half of the students (54.3%) agree that they are happy to do the videotaped speaking task because by applying the videotaped speaking task, they can practice speaking them in a real and meaningful situation followed by (32.6%) strongly only agree (10.9%) disagree and (2.2) completely disagree. Third, more than half of the students (52.2%) agree that they like the video-recorded speaking tasks implemented by the lecture because they have many opportunities to practice their speaking skills and improve creativity followed by (43.5%) completely agree only (2.2%) disagree and from (2.2%) completely disagree. Fourth, more than half of the students (50%) agree that they are happy to do the videotaped speaking task because they can see the performance more than once followed by (37%) strongly agree only ( 10.9%) do not agree and from (2.2%) I do not agree at all.
Five More than half of students (47.3%) agree that they enjoy using videotaped speaking assignments during lectures as it helps to resolve their anxiety. Agree” with all statements students observe, such as using videotaped speaking commands. I do not like videotaped speaking assignments because I think it is a waste of time and does not improve my speaking skills.
I am disappointed with video recorded speaking assignment used by the lecture because I can't know my strength and weakness.
The Recapitulation of Students’ perception on Dislike to Do Video- Recorded Speaking Assignment
Students’ Challenge
In this data, there are five issues related to students' challenges in using the videotaped speaking task. It shows the theme of the factor from the questionnaire which is: preparation in carrying out materials, insufficient gadget quality, insufficient knowledge of video editing, size of video to be uploaded, outside disturbance.
Recapitulation Analyzed Students’ Challenge Factor the Use of Video-Recorded Speaking Assignment
Discussion
- students’ challenges
The researcher's goal is to measure the extent to which the perception of the use of the video-recorded speaking task can affect speaking ability. The results revealed that the majority of students have a high positive attitude towards video-recorded speaking tasks. Based on the above statement, most students like to do video recorded speaking task in speech subjects.
However, it is also important to note that videotaped speaking instruction is not exempt from weakness. They struggle to edit video because the video recorded speaking assignment in conducting video presentation project to students need to edit video for the result well. It seems that preparation in materials, insufficient device quality, video size to upload, outside disturbance and insufficient knowledge in editing video became students' challenges in using video recorded speaking assignment.
In Table 4.1, most students like the videotaped speaking task with an average score of 3.2 on the positive/agree scale. This means that the majority of students positively perceived the use of videos of the speaking task in the speaking subject. This means that most students do not agree that students do not like the video-recorded speaking task in the speaking subject.
Most of the students perceived that this study tries to investigate the students using a videotaped speaking task in the speaking subject.
Suggestion
Students' perception of online assessment used in schology in Efl classrooms.Faculty of Tarbiyah and Teachers Training SunanAmpel State Islamic university: Surabya. The effectiveness of grouping technique on students' writing ability of descriptive text (a quasi-experimental study in the seventh grade students of MTS Islamiyah Ciputat in Academic Year faculty of Education SyarifHidayatullah State Islamic University: Jakarta. Students' perception towards the implementation of impromptu speaking strategy at SMKN 5 Surabaya.Faculty of Education and Teacher Training UIN SunanAmpel: Surabaya.
CakrawatiMustika, L 2017. Students' perceptions of using online learning platforms in the EFL classroom. English language education and technology. The effect of video recordings on students' speaking skills, Faculty of Education and Teacher Training AR-Ranry State Islamic University Darussalam. The students' perception of the use of a video camera in microteaching lessons of the English language education program at Sanata Dharma University: Yogyakarta.
The effectiveness of using video recorded speaking task on students' speaking skills (a quasi-experimental study on tenth grade of SMA Negeri 1 Kota Tangerang Selatan in 2015/2016 academic year), Faculty of Tarbiyah and Teacher Education syarifhidayatullah State Islamic University: Jakarta. Students' perceptions of using animation video to teach listening to narrative text (a case study of tenth grade students in Madrasah AliyahNegeri 4 Jakarta). Faculty of Education SyarifHidayatullah State Islamic university: Jakarta. I don't like making videos that talk about aggregates because it doesn't improve my creativity.
I don't like to talk video recording because I can't express my idea freely.
Students’ Questionnaire
I am happy to do video recorded speaking task because by using video recording based task I can practice my speech in a real and meaningful situation. I don't like doing video recorded speaking task because I think it wastes time and no improvement in my speaking ability. I don't like the videotaped speaking task used by the lecture because it can't reduce my anxiety.
I am disappointed with a videotaped speaking task used for the lecture because I cannot know my strength and weakness. The video recording means that I don't have much time to prepare materials or content before I can't make the video well. Video recorded speech task makes it difficult to submit because it has a large video size to upload.
I can't concentrate when I'm doing a videotaped speaking task because external interference causes the sound quality to be fuzzy.
