Article - The Effect of Video Blogging

JOURNAL OF ENGLISH LANGUAGE AND EDUCATION
ISSN 2597- 6850 (Online), 2502-4132 (Print)

Journal Homepage: https://jele.or.id/index.php/jele/index
Article
The Effect of Video Blogging as Learning Media for Students’

Speaking Skills
https://doi.org/10.31004/jele.v6i2.xxx

Sheline Feranda Lumintang1, Zainul Aminin2 abcde
Universitas Negeri Surabaya
ABSTRACT
This study aims to find out the extent of the effect of using video blogging for
students’ speaking skills. This research bridges the gap between conventional
language teaching practices and the preferences of today's learners who are
accustomed to using multimedia content. This study used a pre-experimental
method. Speaking tests are the research tool that will be administered to 36 students
as a sample for this study. The results showed that the experimental class's average
pre-test score was 57,3, and its average post-test score was 69,2. A Sig. (2-tailed) value
of 0.000 was found in the independent sample t-test analysis findings, which is less
than the predefined significance limit of 0.05. As a result, the alternative hypothesis
(Ha) was accepted and the null hypothesis (Ho) was rejected. These findings indicate
a significant effect of using video blogging as learning media for high school
students' speaking skills.
Keywords: video blogging; learning media; ELT; speaking skills
Article History:
Received
Accepted
Published
INTRODUCTION
Technology integration has transformed a new teaching technique and opened up new
opportunities for student engagement in today's quickly changing educational scene.
Learning a language, particularly being fluent in English, is essential as international
communication grows more and more important. Nevertheless, traditional methods of
teaching languages sometimes fail to hold the interest and enthusiasm of learners used to
interactive online settings. Though it appears that the usage of modern technology
implemented thus far has not yielded adequate results, all teachers and students have
implemented it in the learning process. Examples of this include using power presentations
to convey the topic and focusing on practices. Not all groups have been able to acquire
proficiency in English, a foreign language, despite efforts to employ current technologies.
Speaking is one of the abilities that someone learning English has to get down pat.
Teachers and students must provide materials utilizing contemporary technology to
help pupils learn to speak, and students must also provide feedback in the form of materials
using contemporary technology. Speaking is essential to learning and communicating in
English since it allows one to express ideas, feelings, thoughts, and experiences.(Linda A.R.,
Meida R.S., 2022) Speaking is a skill that enables us to share concepts and product
knowledge. Speaking is a means of communicating ideas to both oneself and other people
(Syaputri, W., 2020). In the era of globalization, language is crucial for effective
communication in various aspects of life, including business, economy, society, tourism, and
technology. English, an international language, is particularly important for mastering
English due to advancements in technology and science. However, English language
*
Corresponding Author: Sheline Feranda Lumintang, e-mail: [email protected]
Authors’Contribution: a-Study design; b-Data collection; c-Statistical analysis; d-Manuscript preparation; e-
Funds collection.
© 2021 The Author.This article is licensed CC BY SA 4.0.
visit Creative Commons Attribution-ShareAlike 4.0 International License.
Journal of English Langaugeand Education volume 6 Number 2 2021 1

Copyright (c) 2021Maspufah.
Students Perception on the Use of Speech Texter Application in Teaching Pronunciation Skills
teachers often devalue spoken instruction, focusing on memorizing dialogues or repeating
drills. Speaking training should focus on improving students' communication skills, enabling
them to express themselves and understand relevant social and cultural norms (Nida
Mufidah, 2017).
The goal of teaching speaking is to enable students to generate English speech sounds
and sound patterns using the second language's rhythm, intonation patterns, and word and
sentence stress. However, in reality there is no discernible impact of contemporary
technology on students' ability to grow and enhance their speaking skills. Speaking well can
help our desire to learn English for presentations as well as our profession, business,
confidence, job opportunities, public speaking, interview participation, debate participation,
and group discussions. Language skill is performing various communication tasks using the
language in question. Speaking exercises seek to persuade others in addition to conveying
ideas so that the other person will be receptive to what is being said. Speaking activities will
be more productive and successful when listeners and speakers have an active reciprocal
interaction.
For instance, a large number of Indonesian workers to work abroad, while a large
number of Indonesians are employed by foreign businesses in Indonesia. According to
information published on the Times Indonesia page, 70% of Indonesians want to work or
pursue a promising profession overseas, according to a Boston Consulting Group (BCG)
survey. Being able to communicate with others in English, an international language, is one
of the most important considerations if you wish to work overseas. Nonetheless, Indonesia
continues to be rated 81 out of 111 in the EF English Proficiency Index test results from 2022,
which are based on 2.1 million adults in 111 countries & regions to determine their English
proficiency. Indonesia's inclusion in the group of nations with "low proficiency" in English,
along with China, Iran, Qatar, Japan, and many others, is no longer shocking (EF English
Proficiency Index, 2022).
We might conclude that their education in Indonesia occasionally hindered their ability
to communicate English fluently and masterfully with others. It's also conceivable that the
instructor lacks competent public speaking abilities. Sometimes teachers still employ
antiquated media, strategies, material, or methods to help students improve their speaking
abilities, but the results are not as expected. One of the crucial things in the learning process
is the use of media. Learning media, such as WhatsApp, Zoom, and YouTube, significantly
improves the learning process by saving time and facilitating communication of new
information. These tools, supported by data signals and internet quotas, facilitate effective
collaboration between educators, students, and guardians. Educational researchers and
policymakers must collaborate to enhance student abilities, with video blogs being a popular
introduction media.
Technology integration into classrooms is one of the hallmarks of education in the
twenty-first century. Digital tools and platforms are being used by educational institutions
more frequently to improve the learning process and make education more flexible and
accessible. Beyond the confines of conventional brick-and-mortar classrooms, virtual
classrooms, online resources, and interactive learning modules have become essential
elements of traditional education. One modern kind of multimedia content creation that has
the potential to revolutionize education is video blogging. Video bloggers, also known as
vloggers, produce and distribute videos on multiple platforms, providing a customized and
visually captivating medium for information sharing and communication (Anil, B., 2016).
Producing a video blog or vlog requires advanced training to enhance linguistic
abilities, which is a crucial component of vlogging. Students are encouraged to consider the
type of material they want to produce and actively practice by creating videos. This
approach boosts self-assurance and improves English language proficiency. They receive
indirect instruction in one-way discussions and the ability to express themselves in front of
the camera, which are essential for developing fluency in English.
By utilizing audio, pictures, and interpersonal connections, video blogging offers a
special chance to improve language acquisition. Video blogging can said as a learning media.
Journal of English Langauge and Education 6(2) 2021 2

With the media, students will be encouraged to write, speak, and imagine more, which will
increase their motivation to learn (Tafonao, 2018). The ability to save time makes learning
media indispensable as well. In other words, use of media in education can facilitate
learning, particularly when it comes to explaining new and unfamiliar concepts to students.
Considering everything that was discussed above, it is clear that educational media plays a
critical role in raising students' curiosity about learning in elementary school.
Researchers believe that video blogging can help people become more fluent in English
for at least three reasons. The first benefit of video blogging is that it exposes viewers to a
range of English terminology, speech patterns, and accents from various content producers.
This facilitates the understanding of linguistic variances and the improvement of listening
abilities that are not achievable via conventional sources. Second, it's important to
communicate concepts or information in a way that the viewer can comprehend while using
video blogging. This procedure establishes a genuine communicative environment that
facilitates speaking in daily contexts for purposes like elaboration, debate, and expression of
personal opinions. Lastly, sites for video blogging allow for audience input. (Celce-Murcia
et.al (2014) suggest that individuals can expedite their acquisition of English language
proficiency by employing the comments and responses to enhance their contextual speaking
abilities.
Rakhmanina and Kusumaningrum 2023 looked into the teaching of speaking through
video blogging. They found that teaching speaking using video blogging worked well. Both
the children's performance and their eagerness to learn increased. According to the results of
another study, making a video blog enhances students' speaking skills and helps lower
students' nervousness when teaching oral descriptive exams. The researcher's observations
during the teaching and learning process, along with the students' achievement scores,
served as evidence for this (Brilianti et al., 2020). There are shortcomings in the research
design and the research location that need to be revised based on prior related research. The
goal of this study is to investigate and evaluate the use of video blogging as a teaching tool to
help students become more fluent in English speakers. However, by examining the use of
video blogging to enhance language proficiency, this study seeks to close the gap between
traditional methods of teaching languages and the preferences of today's students, who are
used to utilizing multimedia information in a variety of contexts.
METHOD
This research uses quantitative techniques. The goal of quantitative research is to
gather information that can be measured and statistically analyzed to either confirm or deny
competing theories of knowledge. In contrast, quantitative research collects data on pre-
defined instruments that yield statistical data through the use of inquiry methods such as
surveys and experiments. This study also makes use of quantitative experiments. Although
experimental research is typically conducted in laboratories, it can also be utilized in social
science research, including educational research (Sukardi, 2018). In other words, pre-
experimental designs are not yet true experiments; the experimental research design that is
being employed is a form of pre-experimental design because there are still external elements
that influence how the dependent variable develops (Creswell, 2015).
This research is targeted to the objectives that must be met in order to comprehend
how to analyze the language norms of negotiation texts with a focus on conditional phrases
and witness the results of a therapy. In this study, the author used the one-group pre-test
post-test design research method. The researcher will use “Thewizardilz” YouTube channel
for this treatment. This YouTube channel was chosen because it provides social conditions or
phenomena that occur in the vlogger. In the post-test, data will be obtained from the results of
the experiment, whether or not there is effect in using video blogging as a learning media in
improving students' speaking skills. This research was conducted at the eleventh grade of
Sekolah Menengah Atas Negeri 1 Surabaya.
Respondents


In their paper, Kerlinger & Lee (2000) recommended that the minimal sample size for
quantitative research be 30 samples. There were 36 students majoring in language in the 11th
grade, making up the population that also served as the sample for this study. Because
researchers are limited to studying one class at a time, this is another rationale for using this
pre-experimental research methodology.
Instruments
In this study, the researchers will act as teachers in the classroom, using video blogging
as a teaching tool based on curriculum-based lessons and school-determined learning
resources. "Analytical Exposition" is the subject that researchers will be teaching. The school
curriculum, or Merdeka curriculum, served as the basis for the selection of this content. The
researcher developed a lesson plan and utilized video blogging for experimental group
research. Data was collected through speaking and tests, administered pre- and post-tests to
understand students' English thinking and communication. The pre-test involved a
researcher discussing a relevant topic, while the post-test involved an experimental group
presenting on a different topic. The researcher rates the test according to a set of standards,
and they score the oral exam in accordance with those standards. The researcher uses the
Speaking Scoring Rubric based on Brown & Abeywickrama (2010) and has certain factors in
mind when grading the test.
Data analysis
The data that has been collected will be analyzed and processed using statistical
calculations through the Statistical Package for the Social Science Program (SPSS) v26.
Researchers will analyze the normality test based on the Shapiro-Wilk theory, where the
normality test will be considered normal if the test results explain a value higher than 0.05 (>
α = 0.05). After that, hypothesis testing will be carried out. Acceptance or rejection of this
hypothesis test is done using the following criteria: If the t count value < ttable and the
significance value > 0.05 (α: 5%), then the null hypothesis (H 0) is accepted and the alternative
hypothesis (Ha) is rejected, and vice versa. Finally, researchers calculated the effect size based
on Cohen's theory. The effect size in this case establishes the significance of the mean
difference between two averages (Cohen, 1988).
FINDINGS AND DISCUSSION

Findings
Data for this study were gathered via the pretest and posttest findings, as well as from
the researcher's treatment during in-class meetings. Following data collection, the researcher
examines the information to support the developed hypothesis. This information is required
to assess the effectiveness of using video blogging as a teaching tool in improving the
speaking abilities of high school students’. As for after the test and treatment, the researcher
got the scores of the samples, and made a summary of the scores as below:
Table 1. Summary of The Score Test

Pre-Test Post-Test
Average 57,3 69,2
Min Score 40 56
Mac Score 80 80
Prior to the experimental group being given the video blogging therapy, the average
score for this group was 57.3. The students' lowest and highest scores were 40 and 80,
respectively. In addition, the experimental group's average score increased to 69.2 after the
treatment, with the students achieving the highest score of 86 and the lowest score of 56. In
order to assist them enhance their speaking ability, video blogging was employed as a
learning medium on analytical exposition content. As a result, the average score on the
pretest and posttest increased by 11.9. The results of the normality test in the study are
shown in the table below:


Table 2. Normality of Pre-Test and Post-Test
Test of Normality
Kolmogorov-Smirnov Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Pre-test .154 36 .030 .954 36 .140
Post-Test .124 36 .177 .971 36 .444
These findings suggest that the data is normally distributed because the pre-test
Shapiro-Wilk significance value is greater than 0.05 (Mishra, et.al., 2019). The significance
value for the pretest score is 0.140. In the meantime, the post-test score had a significance
value of 0.444. As a result, the researcher came to the conclusion that the results of the
normality test indicated a normal distribution of data among participants' pre- and post-test
answers. The hypothesis test made by researchers regarding the relationships between the
variables in their study are called hypotheses. The purpose of this research hypothesis test is
to ascertain whether the use of video blogging can help high school students' speaking
ability. Therefore, the researcher used a paired sample t-test to compare students' scores
before and after the video blogging treatment to assess the validity of the hypothesis.
Table 3. Paired Samples Statistics Result of the Pre-Test and Post-test

Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 Pre-Test 57.3 36 11.25 1.87
Post-Test 69.2 36 7.07 1.17
The increase in EFL students' mean scores before and after treatment is displayed in
the table. The mean score was 57.3 (SD = 11.25) prior to the treatment, and it was 69.2 (SD =
7.07) following the treatment. There is an average difference between the scores before and
after treatment because the mean score after treatment is higher than it was before treatment.
As a result of using learning media in the form of video blogging in EFL classes, students'
speaking skills have improved. Additionally, we consult the Paired Sample t Test table to
determine the significance of the average difference. The primary table in the output that
displays the test's outcomes is the Paired Samples Test table. The significance value (2-tailed)
in the table illustrates this.
Table 4. Paired Sample T-Test Result of the Pre-Test and Post-Test

Paired Samples Test
95% Confidence
Std.
Std. Interval of the Sig (2-
Mean Error t df
Deviation Difference tailed)
Mean
Lower Upper
Pair 1 Pre-Test – -11.88 6.02 1.00 -13.92 -9.84 -11.83 35 .000
Post-Test
The output table shows that there was an average 11.83 points difference between the
students' pretest and posttest results. The negative t-statistic result, specifically 11.83, implies
it is larger than the normal t table (2.03) with a df of 35, suggesting that the students' average
pretest score is lower than the posttest score. Aside from that, a significance value (2-tailed)
score of 0.000, or a value less than 0.05, is displayed in the output table to indicate significant
differences between student learning outcomes in the pretest and posttest data. so that there
are notable or meaningful differences between the before and after findings. Descriptive
statistics show that the before and after are smaller than the prior. It can be concluded that
although there are differences between before and after treatment, they still have a
significant impact. This also means that the null hypothesis (H 0) is rejected. Meanwhile the
alternative hypothesis (Ha) is accepted.
To determine the influence between two means, the researcher employed Cohen's d, a
sort of measure. The idea that using video blogs as a teaching tool in the classroom can

improve students' speech has been investigated by researchers. The purpose of the
hypothesis test, however, is only to ascertain the p-value, or significant value, which denotes
the presence or absence of an impact but cannot pinpoint the precise measure's level. In these
circumstances, the effect size is utilized to determine the significance of the mean difference
between two means. The effect size formulation of d (Cohen, 1988) was employed by the
researchers in this study to quantify the impact of video blogging media on students' pretest
and posttest results.
( Mean 2−Mean 1)
d= =.
Pooled SD
Pooled SD =
√ (SD 1 ²+ SD2 ²)
2
=
√ (11, 25²+7 , 07²)
2
= 9,39
69 , 2−57 , 3 1190
d= = =1,267
9 , 39 9 , 39
The participants' effect size test result is 1.267 based on the computations above. The
effect size was deemed large by the researcher based on the treatment group ratings. This
result demonstrates the highly substantial effect that using video blogging as a teaching tool
has on senior high school students' ability to speaking. The researcher found that high school
students, particularly grade eleven, in the experimental group, received learning benefits
from video blogging learning media, specifically on analytical exposition material related to
the Merdeka curriculum. The study revealed a significant difference in students' pre-test and
post-test scores, indicating the effectiveness of video blogging as a learning medium in
improving speaking abilities.
Discussion
Out of 36 students in a study, 30 had poor pre-test scores, resulting in only six
achieving the highest possible score of 70-80. This suggests students struggled with
pronunciation, grammar, vocabulary, fluency, and comprehension when speaking. Research
by Rakhmanina and Kusumaningrum (2023) supports this, stating that video blogging can
improve speaking skills and increase student enthusiasm, highlighting the need for further
research on this topic. The study found that students' speaking ability in an experimental
class using video blogs (vlogs) improved significantly after a post-test. The average pre-test
score was 57.3, while the average post-test score was 69.2. The use of YouTube's features,
particularly video blogging, allowed students to discover a wealth of educational content.
The average post-test score was higher than the pre-test score, indicating a significant
improvement in speaking ability. The t-test results showed a significance value of 0.000,
lower than 0.05, indicating a significant improvement in students' speaking abilities.
CONCLUSIONS
The researcher concluded that video blogging significantly affects students' speaking
abilities in the eleventh grade of high school, based on the analysis of the results and the
discussion in the previous section. The goal of this study is to determine whether students'
speaking skills are impacted by using YouTube, particularly when it comes to video
blogging on analytical expository content in English classes. According to this pre-
experimental study, students' speaking abilities significantly improved after receiving
treatment, and they enjoyed using video blogging learning resources. The study's findings
indicate that the t value (11.83) that was computed is greater than the t table (2.03). This
bolsters the alternative hypothesis put up by the researcher, which states that students'
speaking abilities are impacted by the use of video blogging, particularly in the eleventh
grade. The researcher anticipates that this research will yield useful information because of
its good findings, particularly for EFL teachers, students, and future researchers.

The researcher acknowledges that there have been challenges or flaws in the research
process, making it less than ideal. One could argue that there is a limit to the objectivity of
employing video blogging to help students’ with their speaking. Because this research is pre-
experimental and lacks a comparison group, it is not really possible to conclude that video
blogging is a good medium. The fact that the researcher only looked at one participant group
and that there was no comparison group is the study's main weakness. As a result,
extrapolating the study's conclusions to a broader demographic or to another location is not
feasible. We hope that more research will be done on this subject, preferably at different
educational levels, employing a comparison group, and with a bigger sample size from an
institution. Further research is required on the use of video blogging as a learning tool to
enhance other language components or skills, such as writing (grammar), reading (spelling),
and vocabulary.
ACKNOWLEDGEMENTS
To God the Trinity who always guides and enables the author, so that the authors can
go through the study period until this final project is completed properly. The author also
remembers to express gratitude to everyone who made the preparation of this paper go well,
including:
1. Surabaya State University, the university where the author is studying;

2. To the lecturer and also the author's supervisor who has guided and provided input in
writing this thesis;
3. Two beloved parents, Mr. Stevri Lumintang and Mrs. Danik Lumintang, who are never
absent in providing all forms of support, sincere love, and hard work to provide the best
for the author;
4. All lecturers of English Education Study Program, for their knowledge, support,
teaching, and guidance during the study period;
REFERENCES
Anil. B. (2016). Top-Up Students Second Language Talk Time through Vlog. Indonesian
Journal of EFL and Linguistics, 1(2), 129–143. https://doi.org/10.21462/ijefll.v1i2.9
Brilianti. Dani Fitria. Fauzi. Arief Zul. (2020). The Effectiveness of Making Video Blog (Vlog)
to Minimize Students’ Anxiety in Public Speaking on Descriptive Text Material. Basis
UPB, 7(2).
Brown. H. D. & Abeywickrama, P. (2010). Language assessment: principles and classroom practice
(2nd ed.). Pearson Education Inc.
Celce-Murcia. M., Brinton, D. M., & Snow, M. A. (2014). Teaching English as a Second or Foreign
Language. National Geographic Learning.
Cohen J. (1988). Statistical Power Analysis for the Behavioral Sciences. Routledge Academic.
EF English Proficiency Index. (2022). The World’s Largest Ranking of Countries and Regions by
English Skills. https://www.ef.com/wwen/epi/
John W. Creswell. (2015). Penelitian Kualitatif dan Desain Riset: memilih di antara Lima
Pendekatan. Pustaka Pelajar.
Kerlinger. Fred N. & Howard B. Lee. (2000). Foundations of Behavioral Research. 4th Edition.
Harcourt Inc.
Linda A.R., Meida R.S., and J. (2022). The Effect of Gallery Walk Technique towards
Students’ Speaking Skill. Journal of English Language and Education (JELE), 7(1), 123–129.
https://jele.or.id/index.php/jele/article/view/260
Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive
Statistics and Normality Tests for Statistical Data. Annals of Cardiac Anaesthesia, 22, 67–
72. https://doi.org/10.4103/aca.ACA_157_18
Nida Mufidah. (2017). Strategi Belajar Berbicara Bahasa Inggris. In IAIN Antasari Press,
Banjarmasin.

Rakhmanina. Lisa, & K. D. (2023). The Effectiveness of Video Blogging in Teaching Speaking
Viewed from Students’ Learning Motivation. Proceedings of the Fifth International Seminar
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https://journal.univetbantara.ac.id/index.php/komdik/article/view/113


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JOURNAL OF ENGLISH LANGUAGE AND EDUCATION

ISSN 2597- 6850 (Online), 2502-4132 (Print)

The Effect of Video Blogging as Learning Media for Students’

Journal of English Langaugeand Education volume 6 Number 2 2021 1

Journal of English Langauge and Education 6(2) 2021 2

© 2021 The Author.This article is licensed CC BY SA 4.0.

Journal of English Langauge and Education 6(2) 2021 3

FINDINGS AND DISCUSSION

Table 1. Summary of The Score Test

© 2021 The Author.This article is licensed CC BY SA 4.0.

Journal of English Langauge and Education 6(2) 2021 4

Table 3. Paired Samples Statistics Result of the Pre-Test and Post-test

Table 4. Paired Sample T-Test Result of the Pre-Test and Post-Test

Journal of English Langauge and Education 6(2) 2021 5

Journal of English Langauge and Education 6(2) 2021 6

1. Surabaya State University, the university where the author is studying;

Journal of English Langauge and Education 6(2) 2021 7

© 2021 The Author.This article is licensed CC BY SA 4.0.

Journal of English Langauge and Education 6(2) 2021 8

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