The Comparison of Ordinary Discussion and Presentation Methods

with the Use of National Geographic Youtube, Screen Shoot Pictures

and Information Gab Approaches to Improve Students'

Communicative Speaking

Al Maghvirah Chan

, Ayendi

, and Dhiant Asri

English department, Faculty of Humanities, Universitas Andalas, Padang, Indonesia

Keywords: National Geographic Youtube, screen shoot pictures, information gap, communicative speaking, and

Classroom Action Research.

Abstract: This study aims to explain the extent to which the comparison of presentation methods and ordinary discussion

with the use of National Geographic Youtube, screen shoot pictures, and information Gap approaches can

improve the communicative speaking ability of students taking English II courses in the Department of

History, Faculty of Humanities Andalas University. The research subjects consisted of 30 students. This

research was carried out in the even semester of 2017/2018 academic year. Learning methods apply

Classroom Action Research (CAR) based on the theory of Kemmis and McTaggart (1988) where the

beginning to the middle of the semester (cycle 1) the usual presentation and discussion methods are used,

while from the middle to the end of the semester (cycle 2) National Geographic Youtube, screen shoot

pictures and information gaps are used. The findings obtained from this study suggest that use of National

Geographic Youtube, screen shoot pictures, and information gap, helps most students understand more about

the historical events discussed and use correct vocabulary more precisely because before the presentation

students must watch and hear the videos repeatedly. The results of watching and listening are accompanied

by the absence of written words and sentences from the images, thus causing students to be able to speak

better using natural gestures and using their sentences in explaining historical information discussed. Students

are also more active in discussions because they have engaged during the learning process. This is in contrast

to the previous presentation and discussion classes where students tended to stiffly read powerpoint slides

with long sentences which are the result of the creation of other texts..

1 INTRODUCTION

The English Language Course is a compulsory

subject in the History Department of the Humanities

Faculty and worth 4 credits which is, according to the

curriculum, divided across two semesters, semester 1

and 2. In semester 1, the English language course 1

focuses on grammar mastery. In the second semester,

the learning process in English Language 2 is more

directed at the practice of speaking. The contribution

of the courses prepares students to be able to

communicate and speak in English in general.

The teaching materials provided for the course up

to date is the General English Speaking Text Book, in

which dialog, texts, questionnaires and work

instructions are available so that students could only

follow as instructed. The learning that has been

carried out so far is in the form of monologue

presentations and dialogues in pairs every week.

Lecturers determined the topic of monologue

presentation texts and dialogues for each group at the

beginning of the lecture. In the next meeting, the

individual or each group pair appeared with a

reference that came from reading the text in the

textbook. This was followed by a discussion with

available questions.

The measurement of student learning was in the

form of attendance value, reading the report, present

grade, and activity. Besides that, there was also

midterm and semester exam assessment. For mid and

end semester exams were not conducted in the form

of oral examinations considering the large number of

students (about 40) but in the form of written exams

Chan, A., Ayendi, . and Asri, D.

The Comparison of Ordinary Discussion and Presentation Methods with the Use of National Geographic Youtube, Screen Shoot Pictures and Information Gab Approaches to Improve

Students’ Communicative Speaking.

DOI: 10.5220/0008678400050010

In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 5-10

ISBN: 978-989-758-392-6

about understanding previous topics. The weight of

the assessment was as follows;

Presentation : 20%

Attendance : 10%

Active : 10%

Task reading report : 10%

Mid-Term Exam : 25%

Final-Term Exam : 25%

The distribution of the final grades of students, in

general, was C to B based on the experience of

researchers teaching students in 2017. Internal factors

from the students include low motivation and

understanding because they do not like to read, have

a lack of discipline, do not actively ask questions, and

do not prepare to speak before coming to class.

External factors come from the lecturer, in this case,

the researcher himself and include ordinary teaching

methods that mean students are only focused on the

textbook and unable improve and develop

themselves.

2 METHODS

2.1 Learning plan

Learning was designed from the beginning of the

lecture period to the midterm test (cycle 1 of the two

planned cycles) was in the form of group

presentations with students taking turns each week.

Lecturers determined the topic of presentations for

each group at the beginning of the previous lecture.

In the subsequent meetings, each group presented in

turn using power points. This was followed by a

question and answer discussion.

Students prepared Powerpoints according to the

requirements given by the lecturers such as not being

able to use long sentences or complex written

information, especially paragraphs. Information in

the slides was to conveyed using phrases, diagrams,

lists or schemes. Presentation materials consisted of

historical topics relating biographies of heroic figures

and historical events, especially in Indonesia and

West Sumatra.

The learning material used after the mid-semester

test (cycle 2) used National Geographic Youtube,

Screen Shoot Picture, and Information Gap method.

This learning model is an ideal way, according to

researchers, to integrate learning to improve students'

listening and speaking skills. The pleasure of

watching a video certainly increases students' interest

in watching and hearing speech in English.

Furthermore, National Geographic Youtube is an

audio-visual media that describes many phenomenon

in the world including history. On the Youtube

channel, there are illustrations and dialogues or

monologues from experts. Students were expected to

watch from beginning to end repeatedly so that they

understand the content thoroughly and master the

vocabulary used. This activity was done at home so

students have more time explore.

Next, Screen shoot picture is a technology where

an open screen feature can be photographed using a

smartphone. Almost all students had smartphones,

and they were very skilled at using them. Students

used screen shots when watching National

Geographic Youtube taking photos of event

chronologically or explanations of concepts. Students

used these photos in explainations in presentations.

They could no longer use long paragraphs. To be able

to explain these photographs they needed to have

sufficient preparation.

Student communication with lecturers or English

classmates can often be unnatural and ineffective. For

instance, lecturers often ask students or students ask

other students artificial questions with obvious

answers. For example: Do you sleep every day? What

am I doing?

To avoid this Information Gap is a method that

requires students ask something they truly do not

know. As students' are ignorant of much historical

information, it was hoped that student discussions

including information Gap materials would stimulate

natural meaningful communication (Talebinezahd,

1999).

2.2 Development of learning methods

This research was a type of classroom action research

using personal self-intervention to produce

improvements and has special research problems (Mc

Niff et al., 1996) It is a type of practitioner research

used to improve practitioners' practices. The act

implies doing or changing something (Gay and Pete,

2000).

There are four steps in this type of research,

namely 1) formulating problems and planning

actions, 2) monitoring actions and observations, 3)

reflecting the results of observations, and 4) revising

action plans (Kemmis and Mc Taggart, 1988). This

action research was carried out in the form of a cycle.

For one cycle, three topics were used. Topics were

selected for two cycles (16 meetings including

introduction, initial, middle and end tests): for cycle

one (1 topic 2 meetings): Bung Hatta, the Republic of

Indonesia Regional Government (PDRI), and Rohana

ICED-QA 2018 - International Conference On Education Development And Quality Assurance

Kudus and for the second cycle, The truth about

Sadam Hussen, American before European

Civilization, and The Pyramids. The work steps of

each cycle were as follows:

1. Planning

a) Make or find three topics related to the history

b) Divide class into groups consisting of three

students

c) Determine the roles of group members, such

as: the group leader, secretary, and other

members.

d) Establish rules for the discussion

e) Prepare research instruments.

f) Collaborate with parallel class lecturers

g) Request approval from the dean

h) Make an agenda before each group meeting.

 Step 1: Students watch National

Geographic Youtube at home

 Step 2: students take some screen shoot

photos

 Step 3: students display photos in

PowerPoint

The role of group leader was to

 Lead the group when making presentations

 Ensure balanced participation of all

members

 Maintain dynamic discussion

 Keep time

 Ensure group members were focused on the

tasks assigned

 Answer questions

The secretary's role was to

• Present

• Make a note of who asked and who gave the

answer

• Create a discussion report

The role of group members was to

• Present

• Record the points raised by students

• Participate actively in group discussions.

• Listen to the contributions of each group

The role of discussion participants was to

• Ask open questions

• Help answer questions from other

participants

• Make a reading report

The role of the research lecturer was to

• Facilitate group interaction

• Consider ways to improve student abilities

• Listen carefully

• Ask

Observe student progress and appearance

2. Action

Classes were carried out according to plan. During the

group meeting it was decided that the discussion stage

should be carried out after the group presentation,

the participants were to ask the questions, and the

answers were not to immediately be answered by the

group but by other discussion participants. At the time

of the discussion the lecturer stimulated the

conversation by asking open ended questions (e.g.

how ...? What ... Why ...? Where ...? that would allow

the group to explore the material in more depth.

3. Observing

a) Researchers monitored groups during

learning activities by walking around or

sitting at the back of the class.

b) Collaborators (other staff members) observe

researchers during the

discussion/presentation process.

c) Collaborators observe, record and record

English activities verbally during the

learning process.

d) Researchers and collaborators evaluate

activities using evaluation instruments that

have been prepared.

4. Evaluating

At the end of the first cycle, researchers and

collaborators analyzed the data collected from

observation sheets/checklists, interviews, and speech

tests to identify weaknesses/problems, and determine

what progress/success had been found in cycle one.

Researchers tried to remedy any weaknesses to

improve the method, and researchers continue to use

the more successful elements in for the next cycle.

2.3 Development of student assessments

There are several categories of student assessments

that include assessment of soft skills, hard skills and

processes. In this project soft skills included attitude,

cooperation and leadership. Hard skill scores were

based on appearance, and listening skills were

assessed from speaking during discussions and

examinations. The process score was taken from

student activity and attendance in class

2.4 Action Research Parameters

Speaking ability assessment depended on the

listening ability to understand audio-visual text.

The Comparison of Ordinary Discussion and Presentation Methods with the Use of National Geographic Youtube, Screen Shoot Pictures

and Information Gab Approaches to Improve Students’ Communicative Speaking

The assessment of speaking ability was based on the

Hughes speech test rubric (Hughes, 1983). Five rubric

components were evaluated in the assessment: 1)

grammar, 2) vocabulary, 3) fluency, 4)

understanding, and 5) pronunciation. Each indicator

has 6 levels of proficiency. The final student

assessment grade included soft skills, hard skills and

processes.

Table 1. Assessment

Component

Weight Rating

Assessment of soft skills

Attitude

10%

Cooperation

10%

Leadership

10%

Assessment of hard skills

Presentation

10%

The listening ability

reflected from the ability

to speak

10%

Oral mid-test

15%

Oral final test

15%

Process evaluation

Activity

10%

Presence

10%

Total

100%

3 RESULTS AND DISCUSSION

From the results of the analysis of the implementation

of the ordinary method in the first cycle through

presentation and discussion of topics in the first

meeting until before the midterm examination, it

appears that in the presentation students generally use

existing text/information without using citations,

paraphrasing or summarizing. This means students

rely on plagiarism for their presentations.

Here's one student's powerpoint example of this:

Slide 1: Hamka's Dedication

After that, he was appointed Rector of the Islamic

University, Jakarta and Professor Mustopo

University, Jakarta. From 1951 to 1960, he served

as High Civil Religion by the Minister of Religious

Affairs of Indonesia but resigned when Sukarno

told him to choose between being public servants

or the political spite of the Indonesian Muslim

Shura Council (Masyumi). Buya Hamka is a

figure of self-taught in many areas of science such

as philosophy, literature, history, sociology and

politics, both Islam and the West. With Arabic

language proficiency is high, he can study the

scholars and the Middle East such as Zaki

Mubarak, Jurji Zaidan, Abbas al-Aqqad, Mustafa

al-Manfaluti, and Hussain Haikal. Through the

Arabic language as well, he examines the work of

French scholar, English and German, he is also

familiar with famous figures such as HOS

Tjokroaminoto Jakarta, Raden Mas

Soerjopranoto, Haji Fachrudin, AR Sutan

Mansur, and Ki Bagus Hadikusumo while honed

his talent to become an expert speech reliably.

The results of this method was that students were not

thinking about, formulating, re-reading, concluding,

learning the meaning of difficult words or

summarizing, and this affected the power point

display, understanding, vocabulary mastery,

pronunciation, presentation method, and activity. The

student's powerpoint contained long paragraphs

rather than main points to be discussed, like the

example of the slide given above.

This affected the understanding of students who

did presentations. Because everything was copied, the

students did not read carefully, which meant they did

not to have a frame or organize the ideas to be

conveyed. Because students' lacked understanding

and organization, and had a slideshow with long

paragraphs, then students chose to avoid risk while

presenting by simply reading out the words on the

slides. The student did not face the participants during

the presentation but the slides and had their back to

the participants.

Students also used a limited vocabulary because

they did not try to find out what the new words meant.

Many of the new words readout were mispronounced

because they had not been learned even though

almost all students have a smartphone that has a

dictionary that provides pronunciation. Because of

the limitations of the students' understanding, lack of

vocabulary, and lack of reading, they were less active

in asking questions, giving answers, and

commenting. The results of the student exam are also

less satisfactory than desired with most scoring a B-.

The findings obtained from research from the

second cycle after the first cycle evaluation process in

the second half of the semester were that using

National Geographic Youtube, screen shoot pictures,

and information gap, most students understood more

about the historical events discussed during that time.

They could watch and hear YouTube with visuals or

images and this helped them understand the meaning

of the material.

Pronunciation of new vocabulary used by students

was more accurate because before the presentation

students must watch and listen to the video

repeatedly. They needed to have observed the

pronunciation of the vocabulary they heard and could

watch how often they liked.

ICED-QA 2018 - International Conference On Education Development And Quality Assurance

The results of watching and listening and the

absence of many written words and sentences on the

displayed images encouraged students to be able to

explain information using their own words rather than

simply reading the text and use communicative facial

expressions and hand gestures as they faced

participants from their friends.

This was in contrast to with the previous

presentation classes where students tended to read

power point slides which are the result of texts they

themselves did not create. This resulted in the

presentors standing sideways or turning their backs

on the discussion participants and not using facial

expressions or hand movements to communicate.

Students were also more active in discussions

because they had responsibility. The questions were

not just to ask for obvious information for testing but

based on information gaps, things that were not

known. Following are examples of some of the

questions submitted:

1. How was the condition of America when the

colonial arrived?

2. Why did Colombus come to America?

3. Why did Saddam Husen be labeled terrorist by

America?

4. Why did the United States lead the invasion to

take away Saddam Husen Government?

5. Why did the ancient Egyptians construct the

pyramid?

What was difficult for some students was the

availability of internet. Although in general, all

students of that class have smartphones, sometimes

they do not have a data package.

The strengths and limitations found though this

study were that while students who already had

intermediate level English skills could quickly

understand what is being said. , those who lacked

English skills had difficulty understanding the

meaning of what was being conveyed. Most of the

anonymous student comments about the method were

positive but a few were negative. Here are examples:

• "I think this method is constructive in English

because we have to screen shoot and explain the

meaning or purpose of the image".

• "I do not think using Geographic youtube

channel is very effective in the learning process

because it requires an internet data package that

not all people are literate about science and

technology".

• "Yes there is an increase because by explaining

a theme about history, it can improve students'

understanding of the chosen department so that

it can add insight".

• “According to me learning to use this method is

very good because it can train students to dare

to speak and express opinions and be able to

train courage in speaking English".

• “In my opinion, actually this method is

interesting to use, but because this is a new

method especially in English learning that

usually uses PPT plus paper, so it looks

awkward”.

Then below are some photos of research activities:

Figure 1: Students are presenting and discussing the topic

"Saddam Husen"

Figure 2: Students are presenting and discussing the topic

"American before European Civilization."

The comparison of marks from the midterm

examination of the usual presentation and discussion

methods and the end of term exam after using

National Geographic Youtube, screenshots, and

information gaps is shown below.