CHAPTER 4 RESULTS
5.2 DISCUSSION
Due to lack of time, a total of only 15 students from the sample group were allowed to participate in the interview. The interview data were recorded, transcribed, interpreted and analyzed through a thematic analysis. The findings revealed positive student perceptions towards the use of TTVs in improving their English-speaking skills.
1) All the students affirmed that they enjoyed all four TTVs that were used. This is evident from the responses collected from the participants through Questionnaire and Focus Group Interviews.
2) The majority of the students felt that TTV can facilitate learning as it presents language use in real-life situations. They also shared that watching TTV frequently can help them improve their language skills especially pronunciation, vocabulary and grammar. Further, some of them expressed that the subtitles of the videos helped them in comprehending the speaker better, and simultaneously improve reading as well. A few participants also said that TTV could also help them in generating and organizing ideas for oral presentations.
3) With a high level of achievement scores in the posttest, students were motivated and expressed their excitement to watch more TTV in the future.
Besides, some of the students also wished that other teachers use TTV as they make learning lively and fun.
5.2.1 Students’ Speaking Achievement
The findings from the students’ speaking achievement tests revealed that the use of TTV as learning materials improved students’ English-speaking skills. This finding supports Arifin, Mursalim and Sahlan’s (2020) that revealed a significant improvement in students’ speaking skills after using TTV. Additionally, they also revealed that when students were exposed to TTV, their anxiety level decreased when compared to those students taught using a traditional method. Thus, they concluded that TTV had positive effects on students’ speaking performance. Furthermore, 56%
of this research respondents also agreed that the use of TTV during English lessons helped in improving their English-speaking skills as they could see and hear the language being used in a real-life context.
Additionally, most participants agreed that the use of TTV in English- speaking lessons was enjoyable. This finding supports the finding of Ahluwalia (2018) where 74% of the participants revealed that the entire package of the lesson using TTV in English language learning was an enjoyable experience for them. Furthermore, students also shared that the TED speakers motivated them to speak English.
Similarly, Karunakar (2019) revealed that TTV produced enough motivation in the class to speak the language, and observed that students’ anxiety decreased while speaking in front of their peers. Also, some students supported that TTV was a realistic and relevant material for them to learn to speak English. Likewise, Hassan,S.
and Hassan, Z. (2018) on using TTV as authentic videos to enhance students’ listening comprehension and motivation showed that more than 70% of the students agreed that TTV was relevant and they found the speakers realistic.
Similarly, the findings from this study were also reassuring, with 26 out of 30 students scoring 10 and above in the posttest out of the total score of 24. The mean score of the posttest (15.3) was 4.5 higher than the pretest (10.8). Moreover, the most significant findings were the distinct score difference achieved by student number G- S10. This student scored 9 in the pretest and 21.5 in the posttest, creating a huge difference of 12.5. Therefore, the improvement in students’ achievement scores
indicates that the use of TTV had a positive impact on students’ English-speaking skills. Thus, all the above-stated findings serve as credible answers to the first research question.
5.2.2 Students' Perceptions
The quantitative data gathered through the survey questionnaire aimed at studying students’ perceptions towards the use of TTV in English Speaking lessons. A set of 18 items were categorized under four clusters, and the research participants were made to rate the items on a Likert scale from 1-5 where 1 denoted ‘strongly disagree’
and 5 denoted ‘strongly agree’. The descriptive statistical analyses gathered from the survey questionnaire were concluded as follows:
1) With the mean of 4.43, Cluster A on ‘Interest and Motivation’
was the highest rated amongst the three clusters, which also denoted the ‘Highest’
level of mean score range on a Likert scale. Thus, this is an indication that students were interested and motivated to learn English-speaking through the use of TTV. Also, one significant finding was to note that item 1 under this cluster regarding the learning enjoyment using TTV was rated the highest with a mean of 4.83. This proved that using TTV made learning to speak English fun for Bhutanese ESL sixth-graders.
2) From the data on Cluster B ‘Engagement’ it was evident that most of the students accepted that the use of TTV was engaging with a mean score of 4.24, which fell in the ‘Highest’ mean category on a Likert scale. However, under this cluster, item number 9 regarding the comprehensibility of the language used by TTV speakers was rated ‘Strongly Disagree’ by two participants which is an indication that future researchers need to reconsider the selection of the TTV.
3) Also, the average mean score for all six items under Cluster C
‘Efficacy of TTV on Student Learning’ was 4.35 ‘Highest’ level of mean score range, which is evidence to confirm that TTV made a positive impact on students’ learning.
Nevertheless, item number 15 regarding the improvement of fluency skill was the
lowest rated with a mean of 4.07. For this item, 1 student rated ‘Strongly Disagree’
and 5 students rated ‘Neutral’ which indicated disagreement from these six participants regarding the use of TTV to help improve their English-speaking fluency.
Therefore, considering an overall mean of 4.34 for all 18 items on the questionnaire, the researcher was convinced that most students exhibited positive perceptions towards the use of TTV in English-speaking lessons. Likewise, the results of this study support the findings by Ahluwalia (2018) on students’ perception towards the implementation of TTV in learning English speaking skills. He concluded that 74% of the students agreed that in general, the whole package of the lesson was an enjoyable experience for them. Also, Karunakar (2019) revealed that TTV produced enough motivation in the class to speak the language, and observed that students’
anxiety decreased while speaking in front of their peers. Yet another study by Hassan, S. and Hassan, Z. (2018) on using TTV as realistic material to improve students’
listening skills and motivation showed that more than 70% of the students agreed that they were motivated. Also, Al-Zoubi (2018) concluded that TTV provides ESL learners the right form of English language exposure. Finally, the findings from the questionnaires ascertained that participants loved TTV and that they motivated them to participate in class deliberations. Moreover, the interview results concluded that students considered authentic videos are more motivating and inspiring.
Although all the findings from the study were compelling, there are a few important things that need consideration for future research and the use of TTV.
Firstly, due to time constraints, the duration for teaching using TTV was limited to a month. Secondly, the number of participants was only 30 sixth-graders from just one school. Thirdly, the researcher could not involve all 30 participants in the focus group interview, so some student perceptions could have been omitted. Nevertheless, from the comprehensive study procedure followed, a few implications are put forth.