The Effect of Video in Student’s Speaking Achievement

Rizky Amelia
Lambung Mangkurat University
rizky.amelia@ulm.ac.id

Abstract

As a part of the efforts in maximizing exposure and integrating technology in teaching

and learning English especially speaking, the video is used in speaking class. Among
eight principles for teaching speaking skills by Brown and Lee (2015), the use of video
fulfills six of them. In addition, previous studies (Oktapiana, 2015; Riswandi, 2016;
Almurashi, 2016; Muslem et al, 2017) on this concern showed promising results.
Therefore, employing a quasi-experimental research, this study examined the effect of
video on student’s speaking achievement. The subjects were 44 students in the
experimental group and 44 students in the control group. The instruments were a test
and a questionnaire and the data were analyzed using Mann-Whitney test. The result of
this study revealed that the sig. is 0.753, greater than < 0.05 showing insignificant
difference. As a result, the use of video in students’ speaking achievement is not different
from the teaching speaking in the control class. Buzzetto-More (2014) suggested that
length and other criteria give an impact. Moreover, Koumi (2014) also advises that the
potential of the video must be carefully developed to reach the effectiveness. Despite the
insignificant result, derived from the questionnaire, the students responded positively
to the use of video in the Basic Speaking class. In a nutshell, the use of video can be taken
into account as a supplementary medium in the speaking class. The needs to provide the
careful design of video integrating into the speaking classes is recommended for future
studies.

Keywords: video, speaking, achievement