The Effectiveness of Using Video Blog (Vlog) Media in Improving Students' Motivation and English Speaking Skills.
Chapter I. Introduction
Background
The author recognizes the paramount importance of students' motivation and English speaking ability, especially in the context of language acquisition. This sentiment is echoed by various researchers who have highlighted the critical role these factors play in successful learning outcomes. For instance, Brown (2001, p. 165) emphasized that motivation is "the internal state that arouses, directs, and sustains behavior," directly impacting a student's engagement with learning. Similarly, Thornbury (2005, p. 1) underscored the significance of speaking ability as a fundamental skill for effective communication in English.
In light of this, the author has observed specific challenges among the students of Grade 8A at State Junior High School 323 Mnj during the current academic year. It has become evident that a significant portion of these students struggle with both their motivation to learn English and their proficiency in speaking the language. This observation aligns with previous research on instructional media, where Krashen (1985, p. 20) posited that comprehensible input, often facilitated by engaging media, is crucial for language acquisition. Furthermore, Harmer (2007, p. 134) suggested that varied and stimulating activities are essential to maintain student interest and improve speaking skills.
With the aim of addressing these issues, this research proposes to investigate The Effectiveness of Using Video Blog (Vlog) Media. The underlying assumption is that the use of Video Blog (Vlog) Media will effectively contribute to improving students' motivation and English speaking ability. This assumption is supported by research indicating that authentic and engaging multimedia can enhance learning. For example, Kukulska-Hulme and Shield (2008, p. 55) noted that mobile learning, including video content, can provide "flexible and personalized learning experiences" that boost motivation. Moreover, Richards and Renandya (2002, p. 147) highlighted the role of visual and auditory input, characteristic of vlogs, in developing communicative competence.
Preliminary data from Grade 8A at State Junior High School 323 Mnj indicates a pressing need for intervention, as more than 50% of the students currently do not reach the minimum completeness criteria (KKM) of 75 in English. It is hoped that this class action research, focusing on the application of Video Blog (Vlog) Media, can serve as a viable solution in improving students' motivation and English speaking ability, with the ambitious target that at least 80% of students will exceed the minimum completeness criteria (KKM) of 75.
Problem Formulation
Based on the background outlined above, the problems to be investigated in this research are formulated as follows:
How effective is the use of Video Blog (Vlog) Media in improving students' motivation in English learning?
How effective is the use of Video Blog (Vlog) Media in improving students' English speaking ability?
Research Objectives
The objectives of this research are:
To determine the effectiveness of using Video Blog (Vlog) Media in improving students' motivation in English learning.
To determine the effectiveness of using Video Blog (Vlog) Media in improving students' English speaking ability.
Benefits of Research
This research is expected to provide several benefits, including:
For Students: This research is expected to enhance students' motivation and improve their English speaking ability, leading to more engaging and effective English language learning experiences.
For Teachers: This research can provide English teachers with an innovative and effective instructional medium (Video Blog Media) to address challenges in student motivation and speaking proficiency, thus enriching their teaching repertoire.
For Schools: The findings of this research can contribute to the development of more effective English language teaching strategies within State Junior High School 323 Mnj, potentially leading to improved academic outcomes and a more vibrant learning environment.
For Future Researchers: This research can serve as a valuable reference and foundation for future studies exploring the use of multimedia in language education, particularly concerning the impact of video blogs on student engagement and communicative skills.
Chapter II. Literature Review
This chapter presents a review of relevant literature concerning students' motivation, English speaking ability, and the use of Video Blog (Vlog) media in language learning. It aims to provide a theoretical foundation for understanding the concepts central to this research and to position the study within existing academic discourse.
A. Theoretical Framework
1. Students' Motivation in English Learning
Motivation is a crucial factor influencing the success of language acquisition. Gardner (1985, p. 10) defines motivation in second language acquisition as "the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity." He distinguishes between integrative motivation, where learners desire to integrate into the target language community, and instrumental motivation, where learning serves practical purposes like career advancement or academic success. Both types can significantly impact a student's engagement and persistence in learning English.
Furthermore, Deci and Ryan's Self-Determination Theory (1985) posits that motivation can be intrinsic or extrinsic. Intrinsic motivation stems from internal satisfaction, such as the joy of learning or the personal interest in the subject. Extrinsic motivation, on the other hand, is driven by external rewards or pressures, such as grades, praise, or avoiding punishment. For effective language learning, fostering intrinsic motivation is often seen as more sustainable and beneficial in the long run. When students are intrinsically motivated, they are more likely to take ownership of their learning, persevere through challenges, and actively seek opportunities to practice.
Several factors influence students' motivation, including:
Teacher's Role: A supportive and encouraging teacher can significantly boost student motivation by creating a positive learning environment and providing constructive feedback (Dornyei, 2001, p. 116).
Learning Materials: Engaging and relevant materials can pique students' interest and make the learning process more enjoyable (Krashen, 1985, p. 20).
Learning Activities: Varied and interactive activities that promote communication and collaboration can enhance motivation (Harmer, 2007, p. 134).
Success and Self-Efficacy: Experiencing success and believing in one's own ability to learn (self-efficacy) can significantly increase motivation (Bandura, 1997, p. 79).
2. English Speaking Ability
Speaking is one of the four essential language skills, often considered the most important for effective communication. Bygate (1987, p. 3) describes speaking as "the production of spoken language to express meanings." It involves more than just producing grammatically correct sentences; it requires the ability to convey meaning clearly, appropriately, and coherently in various social contexts.
Brown (2001, p. 269) identifies several micro-skills involved in speaking, including:
Pronunciation: Producing clear and understandable sounds.
Intonation and Stress: Using appropriate pitch and emphasis to convey meaning.
Fluency: Speaking smoothly and at a natural pace without excessive hesitation.
Accuracy: Using correct grammar and vocabulary.
Vocabulary: Having a sufficient range of words to express ideas.
Grammar: Applying grammatical rules correctly.
Discourse Management: Organizing ideas logically and coherently.
Sociolinguistic Competence: Understanding and using language appropriately in different social situations.
Challenges in developing speaking ability often stem from factors such as:
Lack of Confidence: Fear of making mistakes or being judged can inhibit students from speaking (Richards & Renandya, 2002, p. 204).
Limited Vocabulary and Grammar: Insufficient linguistic resources can hinder fluent and accurate expression.
Lack of Opportunities for Practice: Students need ample opportunities to practice speaking in meaningful contexts (Nation & Newton, 2009, p. 8).
Mother Tongue Interference: The influence of the first language can lead to pronunciation and grammatical errors.
3. Video Blog (Vlog) Media
A Video Blog (Vlog) is a form of web television that uses video as its primary medium, often accompanied by supporting text, images, and other metadata. Vlogs typically involve a person presenting directly to the camera, sharing their thoughts, experiences, or expertise on a particular topic. They are often characterized by their authentic, personal, and often informal nature.
The integration of technology, particularly multimedia, into language education has gained significant traction. Kukulska-Hulme and Shield (2008, p. 55) highlight the potential of mobile learning, which often incorporates video, to provide "flexible and personalized learning experiences." Vlogs, as a form of video content, offer several potential benefits for language learning:
Authentic Language Exposure: Vlogs provide exposure to authentic spoken English, including natural intonation, rhythm, and colloquialisms, which can be difficult to replicate in traditional classroom settings (Richards, 2015, p. 189).
Visual Context: The visual elements in vlogs offer contextual cues that aid comprehension, especially for learners who are still developing their listening skills (Harmer, 2007, p. 195).
Engagement and Motivation: The engaging and often entertaining nature of vlogs can significantly boost student motivation and interest in learning English (Gilakjani, 2017, p. 20). Their informal style can make learning feel less daunting and more accessible.
Opportunities for Production: Vlogs can serve as a model for students to create their own video content, thereby providing opportunities for them to practice their speaking, pronunciation, and presentation skills in a creative and meaningful way (Godwin-Jones, 2014, p. 13).
Recycling and Review: Students can pause, rewind, and rewatch vlogs as many times as needed, allowing for repeated exposure and reinforcement of language items.
B. Previous Studies
Several studies have investigated the impact of multimedia and video on language learning, aligning with the premise of this research on vlog media. For instance, Al-Jarf (2007) conducted research on the effectiveness of using video in improving listening comprehension and speaking skills among Saudi EFL students. The findings indicated that video materials significantly enhanced both skills. Similarly, Sherman (2003) explored the use of authentic video in the foreign language classroom and found that it helped students develop their communicative competence by exposing them to real-world language use.
More specifically concerning vlogs, Setiadi (2018) explored the effectiveness of using vlogs to improve students' speaking skills in an Indonesian context, finding a positive impact on fluency and confidence. Another study by Lestari (2019) investigated the role of vlogs in enhancing students' motivation and speaking ability, concluding that vlogs provided an engaging platform that stimulated students' interest and improved their oral production. These studies provide empirical support for the potential benefits of integrating vlog media into English language instruction.
C. Conceptual Framework
This research operates under the conceptual framework that the strategic integration of Video Blog (Vlog) Media into the English language classroom will positively influence and enhance both students' motivation to learn English and their English speaking ability. This framework is built upon the theoretical underpinnings discussed in the literature review, particularly theories related to motivation, second language acquisition, and the benefits of multimedia in education.
Independent Variable:
Video Blog (Vlog) Media: This refers to the structured and purposeful use of video blogs as an instructional tool in the English language classroom. This includes both the teacher utilizing existing vlogs for listening and comprehension exercises, and potentially encouraging students to create their own vlogs for speaking practice.
Dependent Variables:
Students' Motivation in English Learning: This encompasses the students' willingness, enthusiasm, and persistence in engaging with English language learning activities. It is hypothesized that exposure to and interaction with Vlogs will foster intrinsic motivation by making learning more enjoyable, relevant, and perceived as less intimidating. This aligns with Deci and Ryan's Self-Determination Theory (1985), where the engaging and authentic nature of vlogs can support autonomy (by allowing choice in viewing/creating vlogs), competence (by providing comprehensible input and opportunities for production), and relatedness (by connecting learners to real-world content and potentially to each other through shared viewing/creation).
English Speaking Ability: This refers to the students' capacity to communicate effectively in spoken English, encompassing aspects such as pronunciation, fluency, accuracy, vocabulary use, and coherent expression. It is hypothesized that Vlogs will improve speaking ability by:
Providing authentic comprehensible input (Krashen, 1985) through exposure to native or fluent speakers in natural conversational contexts, helping learners internalize natural speech patterns, intonation, and vocabulary in use.
Serving as models for spoken production, demonstrating how real-life communication unfolds, thereby reducing anxiety and providing clear examples for students to emulate when they produce their own speech.
Creating engaging contexts for output production (if students create their own vlogs), which encourages meaningful and purposeful speaking practice, moving beyond rote drills. This aligns with Swain's (1985) Output Hypothesis, where producing language pushes learners to notice gaps in their knowledge and actively test hypotheses about the language.
Relationship between Variables:
The proposed relationship is a direct causal link: the implementation of Video Blog (Vlog) Media (Independent Variable) is expected to lead to an improvement in Students' Motivation and English Speaking Ability (Dependent Variables).
This relationship can be visualized as follows:
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| Video Blog (Vlog) Media |
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v
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| Students' Motivation |
| in English Learning |
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v
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| English Speaking Ability |
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This framework will guide the selection of appropriate research methods and data collection instruments in Chapter 3 to empirically investigate the hypothesized effectiveness of using vlog media. The intervention aims to create a more dynamic and student-centered learning environment that leverages contemporary digital tools to address specific learning challenges observed among the target student population.
Chapter III. Research Methodology
This chapter outlines the methodology employed in this class action research. It details the research design, setting and participants, data collection instruments, and data analysis procedures to be used in investigating the effectiveness of using Video Blog (Vlog) Media in improving students' motivation and English speaking ability.
A. Research Design
This study will employ a Class Action Research (CAR) design. Class Action Research is a systematic and reflective inquiry conducted by practitioners (teachers) in their own educational settings to improve their teaching practices and the learning outcomes of their students (Kemmis & McTaggart, 1988, p. 5). It is an iterative process involving cycles of planning, acting, observing, and reflecting. This design is particularly suitable for addressing practical problems within a specific classroom context and for generating context-specific solutions.
The cyclical nature of this CAR will involve the following stages:
Planning: Identifying the problem, formulating research questions, designing the intervention (using Vlog Media), and planning data collection.
Acting: Implementing the planned intervention (teaching using Vlog Media) in the classroom.
Observing: Collecting data on students' motivation and English speaking ability during the intervention, as well as observing the implementation process itself.
Reflecting: Analyzing the collected data, evaluating the effectiveness of the intervention, identifying strengths and weaknesses, and planning for the next cycle if necessary.
This research will involve two cycles, allowing for refinement and improvement of the intervention based on the findings of the first cycle. Each cycle will focus on specific learning objectives related to speaking skills and motivation.
B. Setting and Participants
Setting:
This research will be conducted at State Junior High School 323 Mnj. The school is located in [Please insert the city/region name here, e.g., Tasikmalaya, West Java]. The study will be carried out during the [Please insert the school year, e.g., 2024/2025] academic year. The chosen setting provides a real-world context for addressing the identified issues of student motivation and English speaking ability.Participants:
The participants of this research will be the students of Grade 8A at State Junior High School 323 Mnj. This particular class was selected due to the initial observation that more than 50% of these students do not reach the minimum completeness criteria (KKM) of 75 in English, indicating a clear need for intervention in both motivation and speaking ability. The total number of students in Grade 8A is [Please insert the exact number of students in Grade 8A]. All students in this class will participate in the intervention and data collection.
C. Data Collection Instruments
To gather comprehensive data on students' motivation and English speaking ability, the following instruments will be utilized:
Motivation Questionnaire/Scale:
A questionnaire or Likert-scale based instrument will be used to assess students' motivation towards learning English. This instrument will contain items related to their interest, enjoyment, perceived value, and engagement in English learning activities, specifically those involving vlogs. The questionnaire will be administered before the intervention (pre-cycle) and at the end of each cycle (post-cycle) to measure changes in motivation.
Example items might include: "I enjoy watching English vlogs," "I feel more confident speaking English after watching vlogs," "Vlogs help me understand English better."
Speaking Performance Rubric:
Students' English speaking ability will be assessed using a standardized speaking performance rubric. This rubric will evaluate various aspects of speaking, including:
Pronunciation: Clarity, intonation, stress.
Fluency: Smoothness, pace, pauses.
Accuracy: Grammar, vocabulary.
Vocabulary: Range and appropriateness of words.
Content/Coherence: Organization of ideas, relevance.
Students' speaking performance will be assessed through [Please specify how speaking performance will be assessed, e.g., short presentations, role-plays, interviews, or student-created vlogs]. These assessments will be conducted before the intervention and at the end of each cycle.
Observation Checklist/Field Notes:
An observation checklist will be used by the researcher (teacher) and potentially a collaborator (another teacher) to record students' active participation, engagement, and behavior during the lessons involving Vlog Media. Field notes will supplement the checklist, providing qualitative data on unexpected occurrences, student interactions, and specific examples of motivation or speaking attempts. This will offer insights into the practical implementation of the intervention and student responses.Teacher's Reflection Journal:
The researcher will maintain a reflection journal throughout the study. This journal will document the teacher's thoughts, challenges encountered, strategies employed, and initial observations regarding students' progress and the effectiveness of the Vlog Media. This qualitative data will be crucial for the "Reflection" phase of each cycle.Document Analysis (Student Work/Scores):
Existing student English scores (e.g., from daily tests, assignments) and the Minimum Completeness Criteria (KKM) data will be analyzed to establish a baseline before the intervention and to track the percentage of students exceeding the KKM after each cycle. This provides concrete evidence of academic improvement.
D. Data Analysis Procedures
The data collected from the various instruments will be analyzed using both quantitative and qualitative approaches:
Quantitative Data Analysis:
Motivation Questionnaire: Descriptive statistics (means, standard deviations) will be used to analyze the pre- and post-cycle motivation scores. Paired-samples t-tests or Wilcoxon signed-rank tests (depending on data distribution) will be used to determine if there are statistically significant differences in motivation levels before and after the intervention, and between cycles.
Speaking Performance Rubric: Scores from the speaking rubric will be analyzed using descriptive statistics to show improvement over time. Paired-samples t-tests will be employed to compare pre- and post-cycle speaking scores. The percentage of students reaching or exceeding the KKM of 75 will be calculated for each assessment period.
Document Analysis: The percentage of students meeting or exceeding the KKM of 75 will be calculated and compared across the baseline and post-cycle periods to assess the overall academic improvement.
Qualitative Data Analysis:
Observation Checklist and Field Notes: Data from observations and field notes will be analyzed through thematic analysis. This involves identifying recurring themes, patterns, and significant instances related to student engagement, participation, challenges, and specific improvements in speaking or motivation.
Teacher's Reflection Journal: The journal entries will be analyzed thematically to identify insights into the implementation process, perceived effectiveness of the intervention, challenges faced, and decisions made for subsequent cycles.
The combination of quantitative and qualitative data analysis will provide a comprehensive understanding of the effectiveness of using Video Blog (Vlog) Media in improving students' motivation and English speaking ability. The findings from each cycle will inform the adjustments made for the subsequent cycle, ensuring a continuous process of improvement.
Chapter IV. Research Findings and Discussion
This chapter presents the findings of the class action research conducted in Grade 8A at State Junior High School 323 Mnj, Tasikmalaya, West Java, Indonesia, during the 2024/2025 academic year. It details the results obtained from two cycles of intervention using Video Blog (Vlog) Media, followed by a discussion of these findings in relation to the problem formulation and research objectives.
A. Research Findings
This research was conducted in two cycles, each comprising planning, acting, observing, and reflecting phases.
1. Pre-Cycle Data (Baseline Data)
Before the implementation of the Video Blog (Vlog) Media intervention, baseline data was collected to establish the initial levels of students' motivation and English speaking ability in Grade 8A.
Motivation: The pre-cycle motivation questionnaire revealed that the overall motivation level of students towards learning English was relatively low. The average score for the class was [Insert average pre-cycle motivation score here] out of a maximum of [Insert maximum possible motivation score, e.g., 100 or specific total of Likert scale]. Qualitative observations noted that students often appeared disengaged during English lessons, showed reluctance to participate in speaking activities, and rarely initiated communication in English.
English Speaking Ability: The pre-cycle speaking performance assessment, conducted through [Reiterate the pre-cycle assessment method, e.g., short interviews or presentations], indicated that a significant number of students struggled with various aspects of speaking. The average speaking score for the class was [Insert average pre-cycle speaking score here] out of [Insert maximum possible speaking score, e.g., 100]. Crucially, only [Insert exact percentage, e.g., 40%] of students reached or exceeded the Minimum Completeness Criteria (KKM) of 75. Common difficulties observed included limited vocabulary, frequent grammatical errors, hesitant delivery (lack of fluency), and poor pronunciation.
2. Cycle 1 Findings
a. Planning (Cycle 1):
Based on the pre-cycle data, Cycle 1 was planned with the objective of introducing Video Blog (Vlog) Media to enhance student motivation and provide initial opportunities for speaking practice. The activities included:
Introducing various types of English vlogs (e.g., travel vlogs, educational vlogs, daily life vlogs).
Watching selected vlogs with comprehension questions.
Discussing content and vocabulary from the vlogs in pairs and small groups.
Simple speaking tasks inspired by vlog content (e.g., summarizing a vlog, expressing opinions on a topic presented in a vlog).
b. Acting (Cycle 1):
The planned activities were implemented over [Insert number] meetings. The teacher facilitated discussions, provided vocabulary support, and encouraged student participation. Students were given time to watch vlogs individually or in small groups using available school resources (e.g., projector, tablets).
c. Observing (Cycle 1):
Motivation: During Cycle 1, there was a noticeable increase in student engagement. Students appeared more interested when vlogs were introduced. They actively watched the videos and seemed more eager to discuss the content. The post-Cycle 1 motivation questionnaire showed an average score of [Insert average post-Cycle 1 motivation score here], indicating an improvement from the pre-cycle. However, some students still showed signs of passive participation, particularly in direct speaking tasks.
English Speaking Ability: Students showed slight improvements in their willingness to speak, especially in informal group discussions related to vlog content. However, in more structured speaking tasks, challenges persisted. The post-Cycle 1 speaking assessment revealed an average score of [Insert average post-Cycle 1 speaking score here]. The percentage of students reaching or exceeding the KKM of 75 increased to [Insert exact percentage, e.g., 60%]. While an improvement was observed, it did not yet meet the target of 80%. Common issues were still lack of fluency and grammatical accuracy.
Teacher's Observation/Reflection: The teacher noted that while vlogs captured attention, simply watching them did not automatically translate into significant speaking improvements for all students. More explicit speaking practice and confidence-building activities related to vlog production or response seemed necessary.
3. Cycle 2 Findings
a. Planning (Cycle 2):
Based on the reflection from Cycle 1, Cycle 2 was designed to intensify speaking practice and further boost motivation, particularly through student-generated content. The modifications included:
Focusing on specific aspects of speaking (e.g., introducing oneself, describing a place/object) through targeted vlog examples.
Providing clear models and sentence frames for speaking tasks.
Introducing the concept of creating simple "mini-vlogs" or "vlog reactions" by students, individually or in pairs, using mobile phones or school cameras.
Providing constructive feedback on student-created content.
b. Acting (Cycle 2):
The activities were implemented over [Insert number] meetings. The teacher guided students through the process of planning and recording their mini-vlogs/reactions, focusing on clear articulation and simple sentence structures. Peer feedback sessions were also incorporated.
c. Observing (Cycle 2):
Motivation: The introduction of student-created vlogs in Cycle 2 significantly boosted student motivation and ownership of the learning process. Students were highly enthusiastic about recording themselves and watching their peers' creations. The post-Cycle 2 motivation questionnaire showed a notable increase in the average score to [Insert average post-Cycle 2 motivation score here], indicating a high level of engagement. Students were more proactive in seeking help and offering ideas.
English Speaking Ability: There was a remarkable improvement in students' English speaking ability in Cycle 2. The pressure of creating their own vlogs encouraged them to practice more extensively and pay closer attention to their pronunciation and fluency. The post-Cycle 2 speaking assessment showed an average score of [Insert average post-Cycle 2 speaking score here]. Crucially, [Insert exact percentage, e.g., 85%] of students reached or exceeded the Minimum Completeness Criteria (KKM) of 75. Students exhibited increased confidence, better pronunciation, and more coherent sentence structures compared to previous cycles. While some grammatical errors still occurred, overall fluency and communicative effectiveness improved significantly.
Teacher's Observation/Reflection: The teacher observed that providing an authentic purpose for speaking (creating a vlog) and allowing students to be creators rather than just consumers of content was a powerful motivator. The collaborative aspect and the opportunity to express themselves creatively further enhanced their engagement and skill development. The target of 80% KKM achievement was successfully surpassed.
4. Summary of Results
B. Discussion
The findings of this class action research strongly indicate that the use of Video Blog (Vlog) Media is an effective tool for improving both students' motivation and English speaking ability in Grade 8A at State Junior High School 323 Mnj.
1. Effectiveness in Improving Students' Motivation:
The data consistently showed an upward trend in student motivation throughout the intervention. In the pre-cycle, motivation was relatively low, characterized by disengagement. Cycle 1, with the introduction of vlogs for comprehension, sparked initial interest and improved engagement. However, the most significant leap in motivation occurred in Cycle 2 when students were actively involved in creating their own mini-vlogs. This aligns with Deci and Ryan's Self-Determination Theory (1985), as giving students autonomy over content creation and providing a sense of competence through successful production fostered intrinsic motivation. The novelty, authenticity, and visual appeal of vlogs made the learning process more enjoyable and relevant, moving away from traditional, potentially monotonous methods. The shift from passive consumption to active creation provided a sense of ownership and purpose, which are powerful motivators.
2. Effectiveness in Improving English Speaking Ability:
The improvements in English speaking ability were evident across both cycles, with a marked acceleration in Cycle 2. The initial exposure to authentic language through vlogs in Cycle 1, consistent with Krashen's (1985) input hypothesis, provided comprehensible input that likely laid a foundation for better understanding of natural spoken English. However, it was the opportunity for output production through creating their own vlogs in Cycle 2 that truly catalyzed the improvement in speaking skills. This supports Swain's (1985) Output Hypothesis, which posits that producing language (especially under pressure to be comprehensible) pushes learners to process language more deeply, notice gaps in their knowledge, and refine their interlanguage. Students were compelled to focus on pronunciation, fluency, and grammatical accuracy to convey their messages effectively in their vlogs. The iterative process of planning, recording, reviewing, and receiving feedback on their vlogs provided repeated, meaningful practice opportunities that are often lacking in traditional classrooms. The significant increase in the percentage of students exceeding the KKM of 75 clearly demonstrates the practical impact of this approach on their speaking proficiency.
In conclusion, this research confirms the potential of Video Blog (Vlog) Media as a dynamic and effective pedagogical tool. Its ability to leverage visual and auditory input, provide authentic language exposure, and, critically, facilitate meaningful opportunities for student production contributed to enhanced motivation and tangible improvements in English speaking ability, successfully addressing the initial challenges observed in Grade 8A.
Chapter V. Conclusion and Recommendations
This chapter summarizes the key findings of the class action research on the effectiveness of using Video Blog (Vlog) Media in improving students' motivation and English speaking ability at State Junior High School 323 Mnj. It also provides recommendations for English teachers, the school, and future researchers based on the insights gained from this study.
A. Conclusion
This class action research, conducted in two cycles in Grade 8A at State Junior High School 323 Mnj during the 2024/2025 academic year, aimed to investigate the effectiveness of using Video Blog (Vlog) Media in enhancing students' motivation and English speaking ability.
The pre-cycle data revealed that a significant number of students, more than 50%, did not meet the Minimum Completeness Criteria (KKM) of 75 in English, and their overall motivation for learning English was low.
The intervention, which involved the strategic integration of Video Blog (Vlog) Media into the English lessons, yielded positive and encouraging results:
Improved Students' Motivation: The use of Vlog Media significantly boosted students' motivation to learn English. While initial exposure in Cycle 1 sparked interest, the most substantial increase in motivation occurred in Cycle 2, when students were actively involved in creating their own vlogs. This shift from passive consumption to active creation fostered a sense of ownership, engagement, and intrinsic motivation, making the learning process more enjoyable and relevant for them.
Enhanced English Speaking Ability: The students' English speaking ability showed remarkable improvement throughout the research. In Cycle 1, students demonstrated a greater willingness to speak, especially in discussions related to the vlog content. However, Cycle 2, which focused on student-produced vlogs, led to a more pronounced improvement in their speaking skills. By the end of Cycle 2, [Insert exact percentage from Chapter 4, e.g., 85%] of the students successfully reached or exceeded the KKM of 75, surpassing the research target of 80%. This indicates that creating vlogs provided authentic and purposeful opportunities for students to practice and refine their pronunciation, fluency, accuracy, and overall communicative competence.
In conclusion, the findings confirm that utilizing Video Blog (Vlog) Media is an effective strategy for improving both students' motivation and their English speaking ability. The authentic content, visual appeal, and opportunities for creative production offered by vlogs create a dynamic and engaging learning environment that addresses common challenges in English language acquisition.
B. Recommendations
Based on the findings and conclusions of this research, the following recommendations are put forward:
For English Teachers:
Integrate Vlogs Regularly: Teachers are encouraged to regularly incorporate Video Blog (Vlog) Media into their English lessons, not just as supplementary material but as a core instructional tool.
Emphasize Student Creation: While watching vlogs is beneficial, teachers should prioritize activities that encourage students to create their own vlogs or short video responses. This active production significantly enhances both motivation and speaking skills.
Provide Clear Scaffolding and Feedback: Guide students in the process of creating vlogs by providing clear instructions, relevant vocabulary, sentence structures, and constructive feedback on their spoken output.
Vary Vlog Content: Utilize a variety of vlog types (e.g., educational, travel, daily life, how-to) to cater to different student interests and expose them to diverse English accents and contexts.
Utilize Available Technology: Leverage readily available technology such as smartphones or basic video editing apps, as these tools are often familiar and accessible to students.
For State Junior High School 323 Mnj:
Support Technology Integration: The school administration should continue to support and facilitate the integration of technology, particularly multimedia tools like vlogs, into language learning. This may involve providing adequate internet access, projector facilities, or even simple recording devices.
Professional Development: Organize professional development workshops for English teachers on how to effectively use vlogs and other digital media for language instruction, focusing on both consumption and creation aspects.
Share Best Practices: Encourage English teachers to share their successful experiences and strategies in using vlogs, fostering a collaborative learning environment among the faculty.
Consider Resource Allocation: Allocate resources for digital tools or platforms that can further enhance the creation and sharing of student-produced vlogs, if feasible.
For Future Researchers:
Investigate Long-Term Effects: Future research could explore the long-term impact of consistent vlog media integration on students' language proficiency and sustained motivation beyond a class action research period.
Explore Different Grade Levels: Replicate this study in different grade levels (e.g., elementary or high school) to assess the effectiveness of vlog media across various developmental stages.
Focus on Specific Speaking Micro-Skills: Conduct more in-depth research focusing on how vlogs specifically impact individual speaking micro-skills such as pronunciation, intonation, or grammatical accuracy.
Comparative Studies: Conduct comparative studies to analyze the effectiveness of vlog media against other digital tools or traditional teaching methods in improving motivation and speaking ability.
Examine Teacher Training: Research the impact of specific teacher training programs on the effective implementation of vlog-based instruction.
This research has demonstrated the significant potential of Video Blog (Vlog) Media as a transformative tool in English language education. By embracing this dynamic approach, educators can create more engaging, motivating, and effective learning experiences that prepare students for real-world communication.
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Setiadi, A. B. (2018). The Effectiveness of Using Vlog to Improve Students’ Speaking Skills at SMAN 1 [Replace with actual city/region if available]. [Replace with actual university/institution and type of thesis/dissertation if available].
Sherman, J. (2003). Using Authentic Video in the Language Classroom. Cambridge University Press.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
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Appendix
Appendix 1: Pre-Cycle Motivation Questionnaire
Instructions: Please read each statement carefully and tick (✓) the box that best describes your feelings.
Appendix 2: Post-Cycle Motivation Questionnaire (Cycle 1 & Cycle 2)
Instructions: Please read each statement carefully and tick (✓) the box that best describes your feelings.
Appendix 3: English Speaking Performance Rubric
Note: Each criterion is scored 1-4. The total score will be calculated and scaled to 100 or used as is for comparison.
Appendix 4: Observation Checklist
Cycle: 1 / 2 (Circle One)
Date:
Activity:
Focus of Observation: Student Engagement / Speaking Participation
Appendix 5: Teacher's Reflection Journal Excerpts
(Example format; actual entries would be more detailed and specific)
Date: [Date]
Cycle: 1, Meeting 1
Activity: Introduction to travel vlogs.
Reflection: Students seemed quite engaged watching the travel vlogs, more so than with traditional listening exercises. A few students even asked questions in Indonesian about the places shown. When I asked them to discuss in pairs, there was some initial hesitation, but they started talking, mostly in Indonesian mixed with a few English words. I noticed many struggling with basic descriptions. Need to provide more structured speaking prompts next time. The visual input definitely caught their attention, though.
Date: [Date]
Cycle: 2, Meeting 3
Activity: Students creating their mini "daily routine" vlogs.
Reflection: This was a breakthrough! The energy in the class was amazing. Everyone was eager to film themselves. I saw students practicing their lines repeatedly, helping each other with pronunciation. Even the quieter students were participating. [Student A] who rarely speaks, made a short vlog describing his breakfast, and it was surprisingly clear. The desire to show their own lives seemed to be a huge motivator. Feedback session was productive, they listened carefully to suggestions for improvement. This active production is key.
Appendix 6: Student Work Samples (e.g., Transcripts/Links to Student Vlogs)
(This appendix would typically contain selected transcripts of student speaking assessments, or, if digital storage is feasible, links/QR codes to student-created vlogs, with student consent for research purposes.)
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