Improving Students’ Speaking Skill through Students Vlog Project as PBL Output on Online Speaking Class

Zubaidi, Zubaidi; Suharto, Ririn Pratiwi; Rahayu, Eka

doi:10.28926/briliant.v6i4.757

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…Systematically, students will consciously train themselves to speak and present a structured explanation. This is in accordance with research conducted by Zubaidi et al (2021) which states that learning English using a vlog video project can successfully improve five important aspects of speaking skills, namely pronunciation, grammar, fluency, vocabularies and comprehension. Then, a similar opinion was conveyed by Kurniawan et al (2022) in his research stated that the use of vlog media in teaching speaking is very good and interesting can encourage students to practice their language skills in using English.…”

Section: Interview Resultssupporting

confidence: 91%

The Use of Small Group Vlog Video Project to Increase Efl Students Confidence in English Presentation

Prayudha.S

2023

jami

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Objective Learning by utilizing technology has become a good alternative in the implementation of teaching and learning activities. The development of learning applications and platforms has also emerged massively to support effective learning, so teachers must be able to maximize the use of this technology in order to develop students' communication and English skills by applying interesting learning methods. One of the learning methods that teachers can apply in integrating technology is by asking students to make a vlog video project about everyday life. Therefore, this study aims to determine the use of the video vlog project method to increase students' confidence in making presentations in English. Materials and Methods. This study uses a qualitative method and uses a descriptive approach to determine the uses and benefits of using the video vlog project method to increase students' confidence in making presentations in English. Data was obtained through collecting various literature related to the use of video vlogs in the form of journals, articles and books. In addition, interviews were also used as a data collection method to three English teachers to find out their perceptions of applying the video vlog method. Data were analyzed through three stages namely, data reduction, data display and conclusion. Results. Learning English using video vlog project method provides different teaching compared to ordinary learning. Students become more independent in making assignments related to the theme of the English language being studied. In addition, by utilizing video vlogs students can improve their speaking skills through video practice they make, learning becomes more creative, students are more actively involved in conversations and have positive results in carrying out presentations using English. It is hoped that teachers can use this method more optimally to continue to encourage and improve students' English proficiency. Conclusion. The use of technology in learning English has become a necessity that must be applied in learning, not only because of the demands of the times but because of the advantages offered by the technology to support the learning process. Thus, the use of vlog video in learning can be utilized by teachers in teaching English because they have advantages that can encourage students to increase their confidence when presenting in English.

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Section: Interview Resultssupporting

confidence: 91%

The Use of Small Group Vlog Video Project to Increase Efl Students Confidence in English Presentation

Prayudha.S

2023

jami

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“…However, as it has been mentioned that students have a very low understanding if asked to provide opinions related to the meaning of proverbs without help and explanation from the teacher. When students have limitations in understanding something maaka the teacher needs to guide and make a clear explanation (Zubaidi et al, 2021). This has a very bad impact for students' knowledge in understanding proverbs so that teachers must find the right ways or methods so that students have good competence in understanding the true meaning of proverbs.…”

Section: Findings and Discussionmentioning

confidence: 99%

Analysis of Students' Difficulty in Understanding English Provebs

Prayudha S.

2023

TEFLICS

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Proverb is one of the oldest literary works in the world. Proverb contains messages, values, morals, and advice that can give meaning to life. Many students have difficulty understanding the meaning of a proverb, so the teacher needs to provide appropriate teaching regarding the meaning conveyed in a proverb. This study aims to analyze students' difficulties in understanding the meaning of English proverbs when studying English literature. The method used in this research is qualitative through a descriptive approach. Participants in this study consisted of 35 students who studied English proverbs in English literature class. Data were obtained through documentation, observation, and interviews regarding the difficulty in understanding the meaning of English proverbs. Data were analyzed through data reduction, data display, and conclusion. The results of the study show that students are still confused about explaining the implied meaning of a proverb. This is because knowledge about the pragmatic meaning and sociolinguistic meaning of figurative sentences is still low, so the teacher needs to explain in detail the implied meaning of a proverb. Then, so that students can better get the message conveyed, the teacher asks students to provide examples of these proverbs in everyday life so that the value or advice from a proverb can be used as knowledge in living life.

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Teamwork’s Experiences through Project-Based Webinar in English for Public Speaking

Suharto

2023

jpbi

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Several problems are faced in the English for Public Speaking course. Lecturer wants to implement project-based webinar which held by students’ teamwork. This research aims to identify the implementation of project-based webinar from teamwork’s experiences to organize webinar in English for Public Speaking course. The researcher conducted qualitative method with basic interpretative approach through observation. This research conducted at D-4 English for Tourism Industry, Politeknik Negeri Malang. The subjects were 18 students of the third semester students. Observation was managed along the process of the Project Based Learning implementation in the English for Public Speaking. The result of this study about teamwork’s experiences are being a chief committee, secretary, treasurer, event division, public relation division, also publication and documentation division. The process of the Project Based Learning implementation by creating webinar gives many advantages for the students. It makes the students become more creative and train to be critical due to the problem which is given is based on real problem faced in that time.

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Improving Students’ Speaking Skill through Students Vlog Project as PBL Output on Online Speaking Class

Cited by 3 publications

References 16 publications

The Use of Small Group Vlog Video Project to Increase Efl Students Confidence in English Presentation

The Use of Small Group Vlog Video Project to Increase Efl Students Confidence in English Presentation

Analysis of Students' Difficulty in Understanding English Provebs

Teamwork’s Experiences through Project-Based Webinar in English for Public Speaking

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