Vlog in EFL classroom: a boon to English speaking competence  

Oleh:

PUTRI, RINA PEBRIANTI ; Kusuma, Paulina Chandrasari

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 394-398.
Topik: vlog; speaking skill; task-based language teaching
Fulltext: 394-398.Rina Pebrianti Putri, Paulina Chandrasari Kusuma.pdf (384.35KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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“Tell me and I forget. Show me and I may remember. Involve me and I will learn”. This ancient Chinese proverb which might be familiar for our ears applies for the English as a second language teaching and learning. It is aligned with the fact that in current time, language classrooms have a lot been altered from being teacher-centered to student-centered. The shift of emphasis in instruction from teacher to student, which puts more value on student involvement in the instructional process, dues to myriad reasons. Technology appears to be one among many grounds contributing to the conversion. A merge of video and blog (commonly known as „vlog?) is an instant of technology product that allows teachers and learners to utilize technology in authentic learning situation which is interactive and related to their daily life (Richards, 2015). This study attempted to reveal how the act of vlog-making which was designed following the principles in task-based language teaching (TBLT) may optimize English as a foreign language (EFL) learners? spoken ability in a vocational school. A group of ten students majoring in hotel accomodation, culinary, and fashion were involved in the research. It implemented a one shot descriptive qualitative explaining learners oral skill aspects by making vlog that is evaluated with a rubric from Brown (2004) regarding the learners? English oral performance.The evidence showed how effective and efficient vlog could be in the classroom. The participants improved their speaking ability in their fluency, vocabulary, accuracy, and content mastery. The result also showed that vlog-creating activity can be incorporated with face-to-face instruction. The present study is beneficial for the teachers to get deeper insights on the use of technology, especially vlog, as an alternative technique to teach English. Since this language teaching technique is incorporating technology, it somehow offers a technique that is suitable and „close to the heart? for today?s English learners to enhance their ability, especially in speaking in a meaningful way. This is to say that the learners? active participation using technology in their own language learning could elevate their performance in the target language.

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