Transcript
Page 1: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

THE USE OF VLOG IN IMPROVING STUDENTS’ ORAL

LANGUAGE PRODUCTION

THESIS

This thesis submitted to meet one of the requirements to achieve

Sarjana Degree in English Education

By:

Ibnu Choirin Tafsirudin

201410100311223

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2019

Page 2: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

ii

This thesis was written by Ibnu Choirin Tafsirudin and was proved on

January 16, 2019

By:

Advisor II, Advisor I,

(Teguh Hadi Saputro, M.A) (Rina Wahyu Setyaningrum, M.Ed)

Page 3: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

iii

This thesis was defended in front of the examiners of the Faculty of Teacher

Training and Education of University of Muhammadiyah Malang

And accepted as one of the requirements to achieve

Sarjana Degree in English Language Education

On January 16, 2019

Approved by:

Faculty of Teacher Training and Education

University of Muhammadiyah Malang

Dean,

(Dr. Poncojari Wahyono, M.Kes)

Examiners: Signatures

1. Dr. Hartono, M.Pd

2. Agista Nidya Wardani, M.A

3. Rina Wahyu Setyaningrum, M.Ed

4. Teguh Hadi Saputro, M.A

1. …………………………….

2. …………………………….

3. …………………………….

4. ……………………………..

Page 4: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

iv

MOTTOS AND DEDICATIONS

MOTTOS:

خير الناس أنفعهم للناس

As good as humans are those who benefit others

DEDICATIONS:

This thesis is dedicated to:

My Allah هلالج لج

My prophet Muhammad هلالج لج

My beloved mother Ibu Kanisah

My hero Bapak M. T. Misroh

My beloved big family

My lovely friends

My University

My lecturers

Page 5: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

v

AUTHOR’S DECLARATION OF ORIGINALITY

This thesis is originaly composed and compailed by myself. Wherever

contribution of others are involved to support this work. In addition, this thesis has

not been submitted, in whole or part, in any institutions or publications.

I certify that, to the best of my knowledge, my thesis does not infringe upon

anyone’s copyright nor violate any proprietary rights and that any ideas, techniques,

questions or any other materoal from the work of other people included in my thesis,

published or otherwise, are fully acknowledged in accordance with the standard

referencing practices.

I also declare that this is a true copy of my thesis, as approved by my thesis

committee and the English Language Education Departement office.

Malang, January 16, 2019

Ibnu Choirin Tafsirudin

Page 6: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

vi

THE USE OF VLOG IN IMPROVING STUDENTS’ ORAL LANGUAGE

PRODUCTION

ABSTRACT

The analysis of using video blog (Vlog) in language learning has been

widely done. However, most of the studies only focus on investigating the students’

perception about Vlog.

This study analyzed the use of Vlog in improving students’ oral language

production. Meanwhile, the students’ results and perceptions after applying Vlog in

language learning also became the focus of this investigation. The complexity,

accuracy and fluency (CAF) were the aspects that were calculated from students’

performance.

The mixed methods; quantitative and qualitative were applied in this study

to answer those variables. The test and semi-structured interview were used to

support those research methods. In addition, this study involved six participants;

male and female in the forth semester in English Language Education Department

of University of Muhammadiyah Malang.

The findings of the CAF results were fluctuated with the increasing mean

of accuracy result and the decreasing of complexity and fluency. There were several

factors that impacted this findings such as planning time, pressures, restrictions in

term of time, and task repetition. Meanwhile, as Vlog provided a lot of benefits in

improving students’ oral language production, the use of it in language learning

obtained positive perceptions among the language learners in this study.

Keywords: accuracy, complexity, fluency, factors, findings and Vlog.

Advisor I The researcher

Rina Wahyu Setyaningrum, M.Ed Ibnu Choirin Tafsirudin

Page 7: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

vii

ACKNOWLEDGEMENTS

In the name of Allah, the most Gracious and the most Merciful. All praises

be to Allah, King of the king, the Lord of the world, and the master of the day after,

who has given His blessing and guaidance. The researcher realizes that without His

blessing, mercy, and guidance, it would be possible for himself to finish this thesis.

Peace and salutation are addressed to the final chosen religious messenger, the

Prophet Muhammad ملسو هيلع هللا ىلص who has brought the human beings from Abu Jahal era to

Abu Janda era.

The researcher also realized that many people had given their helps and useful

suggestion for the finishing of this thesis. Without the assistance of them, this

Thesis would never have existed. Therefore, the researcher would like to express

his appreciation and best gratitude to:

1. Mrs. Rina Wahyu Setyaningrum, M.Ed and Mr. Teguh Hadi Saputro,

M.A as my advisors who has spent a lot of time to give guidance,

suggestions and advice in the accomplishment of this thesis.

2. My mother, father and big family who always motivate, pray and

support the researcher in every conditions.

3. All of the lecturers of English Language Education Department

University of Muhammadiyah Malang whose name cannot be

mentioned one by one due to limited space. Thanks for all knowledge

and advice that given to researcher.

4. My beloved communitys’ friend; InsyaAllah Sah 2020 squad, ESSCO,

Co Trainer P2KK, RAQABA, MATRIC, Dynamic Everywhere, and

who are not mentioned personally here, without their advice, guidance,

support and cooperation, this thesis could have never been written.

Hopefully this thesis becomes the input for the parties in need.

Malang, January 16, 2019

Ibnu Choirin Tafsirudin

Page 8: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

viii

TABLE OF CONTENTS

Approval ................................................................................................................. iii

Mottos and Dedications.......................................................................................... iv

Author’s Declaration of Originality ........................................................................ v

Abstract .................................................................................................................. vi

Acknowledgements ............................................................................................... vii

Table of Contents .................................................................................................. vii

List of Tables........................................................................................................... x

List of Chart ........................................................................................................... xi

List of Appendices ................................................................................................ xii

CHAPTER I: INTRODUCTION

1.1 Research Background ............................................................................. 1

1.2 Research Problem ................................................................................... 3

1.3 Research Objectives ............................................................................... 3

1.4 Scope and Limitation .............................................................................. 3

1.5 Research Significance ............................................................................. 4

1.5.1 Teachers ....................................................................................... 4

1.5.2 Students ........................................................................................ 5

1.5.3 Research in the fields ................................................................... 5

1.6 Definitions of Key Terms ....................................................................... 6

CHAPTER II: REVIEW OF RELATED LITERATURE

2.1 Language Teaching and Technology ...................................................... 7

2.2 Video Blog (Vlog) ................................................................................ 11

2.3 Learning Speaking ................................................................................ 14

2.4 Complexity, Accuracy, and Fluency (CAF) ......................................... 16

2.4.1 Complexity ................................................................................. 16

2.4.2 Accuracy .................................................................................... 17

2.4.3 Fluency ....................................................................................... 19

2.5 Students’ Perception ............................................................................. 20

CHAPTER III: RESEARCH METHODS

3.1 Research Design ................................................................................... 22

3.2 Participants ........................................................................................... 23

Page 9: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

ix

3.3 Data Collection ..................................................................................... 23

3.3.1 Technique and instruments ........................................................ 23

3.4 Procedure .............................................................................................. 25

3.5 Data Analysis ........................................................................................ 25

3.5.1 Transcription of Vlog ................................................................. 25

3.5.2 Transcription of interview .......................................................... 27

CHAPTER IV: FINDINGS AND DISCUSSIONS

4.1 Findings ................................................................................................ 28

4.1.1 Complexity, Accuracy and Fluency in Vlog .............................. 28

4.1.2 Perception ................................................................................... 30

4.3 Discussions ........................................................................................... 36

CHAPTER V: CONCLUSSIONS AND SUGGESTIONS

5.1 Conclusions .......................................................................................... 45

5.2 Suggestions ........................................................................................... 46

REFERENCES

APPENDICES

Page 10: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

x

LIST OF TABLES

Table 1. Manual calculation of Vlog CAF results ................................................ 26

Table 2. Descriptive Statistic (Means) of CAF results in Vlog ............................ 28

Page 11: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

xi

LIST OF CHART

Chart 1. The fluctuations of CAF results .............................................................. 30

Page 12: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

xii

LIST OF APPENDICES

Appendix 1. Participants' Name List ..................................................................... 54

Appendix 2. Vlog Transcriptions .......................................................................... 55

Appendix 3. Interview Guideline .......................................................................... 65

Appendix 4. Transcription of Interview ................................................................ 66

Page 13: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

48

REFERENCES

Afshari, M., Ghavifekr, S., Siraj, S., & Jing, D. (2013). Students’ Attitudes

towards Computer-assisted Language Learning. Procedia - Social and

Behavioral Sciences, 103, 852–859.

https://doi.org/10.1016/j.sbspro.2013.10.407

Ahluwalia, G., Sahib, F., Aggarwal, D., & Sahib, F. (2010). Language Learning

With Internet-Based Project : A Student-Centered Approach For Engineering

Students. ESP World, 9(1), 1–12.

Ahmadian, M. J., & Tavakoli, M. (2011). The effects of simultaneous use of

careful online planning and task repetition on accuracy, complexity, and

fluency in EFL learners’ oral production. Language Teaching Research,

15(1), 35–59. https://doi.org/10.1177/1362168810383329

Anil, B. (2016a). O riginal A rticle A study on developing speaking skills through

techno-driven tasks. Brazilian English Language Teaching Journal, 7(1),

80–93.

Anil, B. (2016b). Top-Up Students Second Language Talk Time through Vlogs.

Indonesian Journal of EFL and Linguistics, 1(2), 129–143.

https://doi.org/10.21462/ijefll.v1i2.9

Azar, A. S., & Nasiri, H. (2014). Learners’ Attitudes toward the Effectiveness of

Mobile Assisted Language Learning (MALL) in L2 Listening

Comprehension. Procedia - Social and Behavioral Sciences, 98, 1836–1843.

https://doi.org/10.1016/j.sbspro.2014.03.613

Balakrishnan, V. D., & Puteh, F. (2014). Blending Face-to-Face Communication

and Video Blogging in Acquiring Public Speaking Skills. Journal of

Creative Practices in Language Learning and Teaching (CPLT), 2(1), 64–

72.

Balakrishnan, V., & Gan, C. L. (2016). Students’ learning styles and their effects

on the use of social media technology for learning. Telematics and

Informatics, 33(3), 808–821. https://doi.org/10.1016/j.tele.2015.12.004

Bygate, M. (1999). Task as context for the framing, reframing and unframing of

language. System, 27(1), 33–48. https://doi.org/10.1016/S0346-

251X(98)00048-7

Bygate, M., Skehan, P., & Swain, M. (2001). Researching Pedagogic Tasks:

Second Language Learning, Teaching, and Testing. Applied Linguistics and

Language Study. In Applied Linguistics And Language Study (pp. 1–15).

Retrieved from

https://stanford.idm.oclc.org/login?url=https://search.ebscohost.com/login.as

px?direct=true&db=eric&AN=ED454722&site=ehost-live&scope=site

Chun, D., Smith, B., & Kern, R. (2016). Technology in Language Use, Language

Teaching, and Language Learning. Modern Language Journal, 100, 64–80.

Page 14: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

49

https://doi.org/10.1111/modl.12302

Churchill, D. (2009). Educational applications of Web 2.0: Using blogs to support

teaching and learning. British Journal of Educational Technology, 40(1),

179–183. https://doi.org/10.1111/j.1467-8535.2008.00865.x

Combe, C., & Codreanu, T. (2016). Vlogging: a new channel for language

learning and intercultural exchanges. In S. Papadima-Sophocleous, L.

Bradley & S. Thouësny (Eds), CALL communities and culture – short papers

from EUROCALL 2016 (pp. 119-124). Research-publishing.net.

https://doi.org/10.14705/rpnet.2016.eurocall2016.548

Combe, C., & Codreanu, T. (2016a). Vlogging: a new channel for language

learning and intercultural exchanges. In CALL communities and culture –

short papers from EUROCALL 2016 (pp. 119–124).

https://doi.org/10.14705/rpnet.2016.EUROCALL2016.9781908416445

Combe, C., & Codreanu, T. (2016b). Vlogging: A new channel for language

learning and intercultural exchanges. In CALL communities and culture -

short papers from EUROCALL 2016 (pp. 119–124).

https://doi.org/https://doi.org/10.14705/rpnet.2016.eurocall2016.548

Crookes, G. (1989). Planning and interlanguage variation. Studies in Second

Language Acquisition, 11(4), 367–383.

https://doi.org/10.1017/S0272263100008391

Davies, F. (1980). Language Acquisition , Language Learning and the School

Curriculum *, 8, 97–102.

De Jong, N. H., Groenhout, R., Schoonen, R., & Hulstijn, J. H. (2015). Second

language fluency: Speaking style or proficiency? Correcting measures of

second language fluency for first language behavior. Applied

Psycholinguistics, 36(2), 223–243.

https://doi.org/10.1017/S0142716413000210

Demouy, V., & Hulme, A. K. (2010). Open Learning : The Journal of Open ,

Distance and e-Learning On the spot : using mobile devices for listening and

speaking practice on a French language programme. Open Learning, 25(3),

37–41. https://doi.org/10.1080/02680513.2010.511955

DeWitt, D., Naimie, Z., & Siraj, S. (2013). Technology Applications Used by

First Year Undergraduates in a Malaysian Public University. Procedia -

Social and Behavioral Sciences, 103, 937–945.

https://doi.org/10.1016/j.sbspro.2013.10.416

Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in

the use of the past tense. Studies in Second Language Acquisition, 9(1), 1–19.

https://doi.org/10.1017/S0272263100006483

Foster, P., & Skehan, P. (1996). The influence of planning and task type on

second language performance. Studies in Second Language Acquisition,

Page 15: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

50

18(3), 299–323. https://doi.org/10.1017/S0272263100015047

Foster, P., Tonkyn, A., & Wigglesworth, G. (2000a). Measuring spoken language:

A unit for all reasons. Applied Linguistics, 21(3), 354–375.

https://doi.org/10.1093/applin/21.3.354

Foster, P., Tonkyn, A., & Wigglesworth, G. (2000b). Measuring spoken language:

A unit for all reasons. Applied Linguistics, 21(3), 354–375.

https://doi.org/10.1093/applin/21.3.354

Gass, S., Mackey, A., Alvarez-Torres, M. J., & Fernández-García, M. (1999). The

Effects of Task Repetition on Linguistic Output. Language Learning, 49(4),

549–581. https://doi.org/10.1111/0023-8333.00102

Gonzalez-Acevedo, N. (2016). Technology-enhanced-gadgets in the Teaching of

English as a Foreign Language to Very Young Learners. Ideas on

Implementation. Procedia - Social and Behavioral Sciences, 232, 507–513.

https://doi.org/10.1016/j.sbspro.2016.10.070

Graham, C., & Post, B. (2018). Second language acquisition of intonation: Peak

alignment in American English. Journal of Phonetics, 66, 1–14.

https://doi.org/10.1016/j.wocn.2017.08.002

Grgurović, M., Chapelle, C. A., & Shelley, M. C. (2013). A meta-analysis of

effectiveness studies on computer technology-supported language learning.

ReCALL, 25(2), 165–198. https://doi.org/10.1017/S0958344013000013

Gündüz, N. (2005). Computer Assisted Language Learning. Journal of Language

and Linguistic Studies, 1(2), 193–214. https://doi.org/10.17263/jlls.24391

Hashemi, M., & Aziznezhad, M. (2011). Computer assisted language learning

freedom or submission to machines? Procedia - Social and Behavioral

Sciences, 28, 832–835. https://doi.org/10.1016/j.sbspro.2011.11.152

Hulstijn, J. H., & Hulstijn, W. (1984). Grammatical Errors As a Function of

Processing Constraints and Explicit Knowledge. Language Learning, 34(1),

23–43. https://doi.org/10.1111/j.1467-1770.1984.tb00994.x

Hung, S. T. (2011). Pedagogical applications of Vlogs: An investigation into ESP

learners perceptions. British Journal of Educational Technology, 42(5), 736–

746. https://doi.org/10.1111/j.1467-8535.2010.01086.x

İlter, B. G. (2015). How does Technology Affect Language Learning Process at

an Early Age? Procedia - Social and Behavioral Sciences, 199, 311–316.

https://doi.org/10.1016/j.sbspro.2015.07.552

James, R. (1996). CALL And The Speaking Skill. System, 24(1), 15–21.

https://doi.org/10.1016/0346-251X(95)00050-T

Jick, T. D., & Jick, T. D. (2013). Mixing Qualitative and Quantitative Methods :

Triangulation in Action Mixing Qualitative and Quantitative Methods :

Triangulation in Action *, 24(4), 602–611.

Page 16: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

51

Johnson, M. D. (2017). Cognitive task complexity and L2 written syntactic

complexity, accuracy, lexical complexity, and fluency: A research synthesis

and meta-analysis. Journal of Second Language Writing, 37, 13–38.

https://doi.org/10.1016/j.jslw.2017.06.001

Kramsch, C. (2014). Teaching foreign languages in an era of globalization:

Introduction. Modern Language Journal, 98(1), 296–311.

https://doi.org/10.1111/j.1540-4781.2014.12057.x

Lynch, T., & Maclean, J. (2003). Effects of Feedback on Performance: A Study of

Advanced Learners on an ESP Speaking Course. Edinburgh Working Papers

in Applied Linguistics, 12, 19–44. Retrieved from

http://search.proquest.com/docview/62227676?accountid=12528 LA -

English

Mackey, A. (2007). Feedback in Child ESL Classrooms, 41(2), 285–312.

https://doi.org/10.1002/j.1545-7249.2007.tb00060.x

Mehnert, U. (1998). The Effects of Different Lenghts of Time For Planning On

Second Language Performence. Studies in Second Language Acquisition,

20(1), 83–108. https://doi.org/10.1017/S0272263198001041

Miao, R. (2015). Second Language Acquisition: An Introduction. International

Encyclopedia of the Social & Behavioral Sciences: Second Edition (Second

Edi). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92096-8

Moradi, Z., & Talebi, S. H. (2014). The Effect of Pre-speaking Strategies

Instruction in Strategic Planning on Iranian EFL Students’ Awareness as well

as Students’ Fluency and Lexical Resources in Speaking. Procedia - Social

and Behavioral Sciences, 98, 1224–1231.

https://doi.org/10.1016/j.sbspro.2014.03.537

Ortega, L. (1999). Planning and Focus on Form in L2 Oral Performance. Studies

in Second Language Acquisition, 21(1), 109–148.

https://doi.org/10.1017/S0272263199001047

Ortega, L. (2009). Understanding Second language acquisition. (B. C. And & G.

Corbett, Eds.), Routledge. Routledge.

https://doi.org/10.1017/CBO9781107415324.004

Oz, H., Demirezen, M., & Pourfeiz, J. (2015). Digital Device Ownership,

Computer Literacy, And Attitudes Toward Foreign And Computer-Assisted

Language Learning. Procedia - Social and Behavioral Sciences, 186, 359–

366. https://doi.org/10.1016/j.sbspro.2015.04.028

Parmaxi, A., Zaphiris, P., & Ioannou, A. (2016). Enacting artifact-based activities

for social technologies in language learning using a design-based research

approach. Computers in Human Behavior, 63, 556–567.

https://doi.org/10.1016/j.chb.2016.05.072

Révész, A. (2011). Task Complexity, Focus on L2 Constructions, and Individual

Page 17: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

52

Differences: A Classroom-Based Study. Modern Language Journal, 95(1),

162–181. https://doi.org/10.1111/j.1540-4781.2011.01241.x

Rossiter, M. J., Derwing, T. M., Manimtim, L. G., & Thomson, R. I. (2010). Oral

Fluency: The Neglected Component in the Communicative Language

Classroom. Canadian Modern Language Review, 66(4), 583–606.

https://doi.org/10.3138/cmlr.66.4.583

Said, E. (2014). Covering Islam. Muscle & Nerve, 49, iii–iv.

https://doi.org/10.1002/mus.24009

Salaberry, M. R. (1997). The Role of Input and Output Practice in Second

Language Acquisition. The Canadian Modern Language Review/La Revue

Canadienne Des Langues Vivantes, 53(2), 422–451. Retrieved from

http://search.proquest.com/docview/85641939?accountid=13965%5Cnhttp://

www.tdnet.com/uscc/resolver/default.asp?genre=article&issn=00084506&vo

lume=53&issue=2&title=The+Canadian+Modern+Language+Review%2FLa

+Revue+canadienne+des+langues+vivantes&spage=422&date

Salaberry, M. R. (2001). The use of technology for second language learning and

teaching: A retrospective. Modern Language Journal, 85(1), 39–56.

https://doi.org/10.1111/0026-7902.00096

Sample, E., & Michel, M. (2014). An Exploratory Study into Trade-off Effects of

Complexity , Accuracy , and Fluency on Young Learners ’ Oral Task

Repetition, 31(8), 23–46.

Shih, R.-C. (2010). Blended Learning Using Video-Based Blogs: Public Speaking

for English as a Second Language Students. Australasian Journal of

Educational Technology, 26(6), 883–897.

https://doi.org/10.1080/10494820.2012.705851

Skehan, P. (2003). Review article Task-based instruction. Language And

Technology, 36, 1–14. https://doi.org/10.1017/S026144480200188X

Skehan, P. (2009). Modelling second language performance: Integrating

complexity, accuracy, fluency, and lexis. Applied Linguistics, 30(4), 510–

532. https://doi.org/10.1093/applin/amp047

Skehan, P., & Foster, P. (1997). Task type and task processing conditions as

influences on foreign language performance. Language Teaching Research,

1(3), 185–211. https://doi.org/10.1177/136216889700100302

Smith, D., & Maté, N. (2010). Personalizing the abstract with online video

watching a documentar. Canadian Education Assosiation, 46(2), 50–52.

Stickler, U., & Shi, L. (2016). TELL us about CALL: An introduction to the

Virtual Special Issue (VSI) on the development of technology enhanced and

computer assisted language learning published in the System Journal.

System, 56, 119–126. https://doi.org/10.1016/j.system.2015.12.004

Page 18: THE USE OF VLOG IN IMPROVING STUDENTS’ ORALeprints.umm.ac.id/45299/1/PENDAHULUAN.pdf · widely done. However, most of the studies only focus on investigating the students’ perception

53

Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile

devices with teaching and learning on students’ learning performance: A

meta-analysis and research synthesis. Computers and Education, 94(11),

252–275. https://doi.org/10.1016/j.compedu.2015.11.008

Sung, Y. T., Chang, K. E., & Yang, J. M. (2015). How effective are mobile

devices for language learning? A meta-analysis. Educational Research

Review, 16, 68–84. https://doi.org/10.1016/j.edurev.2015.09.001

Taguchi, N. (2018). Description and explanation of pragmatic development :

Quantitative , qualitative , and mixed methods research. System, 1–10.

https://doi.org/10.1016/j.system.2018.03.010

Tal, M., & Yelenevskaya, M. (2012). Computer-assisted Language Learning:

Challenges in Teaching Multilingual and Multicultural Student Populations.

Procedia - Social and Behavioral Sciences, 47, 263–268.

https://doi.org/10.1016/j.sbspro.2012.06.649

Tarighat, S., & Khodabakhsh, S. (2016). Mobile-Assisted Language Assessment:

Assessing speaking. Computers in Human Behavior, 64, 409–413.

https://doi.org/10.1016/j.chb.2016.07.014

Thomson, D. L. (2010). Beyond The Classroom Walls: Teachers’ and Students’

Perspectives on How Online Learning Can Meet the Needs of Gifted

Students. Journal of Advanced Academics, 21(4), 662–712.

Watkins, J., & Wilkins, M. (2011). Using YouTube in the EFL Classroom.

Language Education in Asia, 2(1), 113–119.

https://doi.org/10.5746/LEiA/11/V2/I1/A09/Watkins_Wilkins

Yaman, İ. (2015). Digital Divide within the Context of Language and Foreign

Language Teaching. Procedia - Social and Behavioral Sciences, 176, 766–

771. https://doi.org/10.1016/j.sbspro.2015.01.538

Yuan, F., & Ellis, R. (2003). The Effects of Pre-Task Planning and On-Line

Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral

Production. Applied Linguistics, 24(1), 1–27+372+374.

https://doi.org/10.1093/applin/24.1.1

Zamari, Z. M., Adnan, A. H. M., Idris, S. L., & Yusof, J. (2012). Students’

Perception of using Online Language Learning Materials. Procedia - Social

and Behavioral Sciences, 67, 611–620.

https://doi.org/10.1016/j.sbspro.2012.11.367


Top Related