The Effectiveness of using English Self-video Recording on Students’
Speaking Skill of Recount Text
Febri Fitriyani
1
, Ratna Sari Dewi
1
and Desi Nahartini
1
1
UIN Syarif Hidayatullah Jakarta, Indonesia
Keywords: Self-Video Recording, Speaking Skill, Recount Text.
Abstract: The aim of the research was to find out the effectiveness of English Self-Recording Video on students’
speaking skill of recount text. The media provided an easiest way to push students to share their experience
through a video record. The students can talk freely in front of the camera and they also can replay it to see
their weakness. The method used was quantitative by using quasi experimental design. The data were gained
from oral test: pretest and posttest. The samples of the research were 50 students: 25 students were in
experimental class and 25 students were in control class. The finding showed that the gained score of
experimental class was higher than the score of controlled class. The result of mean score of experimental
class of pre-test was 42.88; the mean score of post-test was 51.20. Meanwhile, the mean score of control class
of pre-test 37.28 and the mean score of post-test was 42.56. It means that both classes have increased in the
post-test score. Yet, the experimental class got a higher score than the control class. Based on the statistical
analysis, the score increased in the experimental class was 8.32 points; from 42.88 to 51.20. And in the control
class, it increased 5.28 points; from 37.28 to 42.56. It means that English Self- Recording Video is found very
helpful and effective to teach students speaking skill of recount text.
1 INTRODUCTION
Speaking skill is one of the skills that emphasize
students to focus on producing the word in spoken
forms. One example is when you want to get
scholarships abroad, English is very important to be
mastered. That is why you need to learn English. You
need to express your thought and feeling in the
spoken language to the others especially when you
speak to foreigners. Florez, (1999) stated that
Speaking needs that learners not only know how to
produce specific points of language such as grammar,
pronunciation, or vocabulary but also that they
understand when, why, and in what ways to produce
language.
In addition, speaking is usually used in order to
communicate to each other. Communication requires
a receiver and a sender. It can be said that both
speakers and hearers do interactions by giving
responds to what they have heard and listened to. As
Ur, (1996) stated that speaking is one the most
important skills of all the four skills such as listening,
speaking, reading and writing. However, in this era,
we expect that the goal of teaching speaking could
improve students' communicative skills, because, in
that way, students can express themselves freely and
learn how to follow the social and cultural rules in
each communicative circumstance.
Moreover,, Padmadewi (1998) states that the
students that attending a speaking class often felt
anxious due to pressure from the speaking tasks
which require them to present individually and
spontaneously within a limited time. Sometimes the
learners have nothing to express maybe because the
teacher had a chosen a topic which is hard for the
learner to understand and it makes them difficult to
respond when the teacher ask them to say something
in a foreign language. They had a long pause when
they tried to speak English because they need to think
what they about to say next. It might be because they
have little ideas about what to say, which vocabulary
to use, or how to use the grammar correctly.
Based on the problems above, the writer thinks
that using a media for teaching speaking skill be an
alternative way of learning English, especially
The eighth grade students of the junior high
school need self-recording video as one of modern
teaching media. In modern one, teacher should be
creative and innovative. Self-recording video often
1224
Fitriyani, F., Dewi, R. and Nahartini, D.
The Effectiveness of using English Self-video Recording on Students’ Speaking Skill of Recount Text.
DOI: 10.5220/0009925412241230
In Proceedings of the 1st International Conference on Recent Innovations (ICRI 2018), pages 1224-1230
ISBN: 978-989-758-458-9
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reser ved

indicates that something has been recorded with self-
working or the self- practice with a video that enables
us to capture the video we create from any angle.
By applying English self-video recording for
learning speaking, it can be easier for students and
will gained their confidence by talking in front of the
camera. Based on basic competence of
2013 Curriculum, the eighth grade students of
junior high school are expected to be able to arrange
a short and simple recount text, both in the form of
spoken and written, about experience/activity,
event/incident, by considering the purpose, structure
of the text and its language elements correctly and
appropriate with the context. So with English SVR, it
could make the students interested and motivated in
learning speaking English for the speaking activity.
2 LITERATURE REVIEW
2.1 Speaking Skill
Specifically, in teaching speaking, Ur (1996)
stated about characteristics of successful speaking are
as the following:
a) Learners talk a lot
In the period of teaching and learning speaking
activities, the learners should take the
opportunity to talk as much as possible. But in
reality, teacher still take most of the time of
speaking activities in the class.
b) Participation is even
The activities of speaking in the class should not
be dominated by minority of talkative
participant. All the learners get the same chance
to speak.
c) Motivation is high
All the learners will enthusiasm in speaking
activities, if they find an interest topic. Because
if they can find the topic they liked, it can be a
motivation for learners to contribute the
activities. So, the teacher should provide the
activity in the classroom with an interested and
fun topic.
d) Language is of an acceptable level.
Learners can express themselves in speaking that
are relevant, easily understood by others, and
acceptable level of language accuracy. It can be seen
from the elements of speaking as follow.
Pronunciation is the way in which a language or a
particular word or sound is spoken. Without good
pronunciation, listeners cannot understand what the
other person says, and it will make the
communication process more difficult.
Grammatical system is rule-based of a language.
We will not be able to say the language without
knowing the pattern of the language itself. Since
knowledge of grammar is essential for the language
learner, it is clear that students need some knowledge
of these rules to be able to speak correctly. Students
should learn grammar such as modals, modifiers,
prepositions, clauses and other grammatical feature.
Vocabulary is a must when someone wants to
convey his/her thoughts, feelings, or views to other
people. Without the mastery of vocabularies,
someone would face the difficulties in conveying
his/her thoughts, feelings, or views to other people.
Richard and Renandya state that vocabulary is a core
component of language proficiency and provides
much of the basis for how well learners speak, listen,
read and write. It is the collection of words used by
people in their language. For example, if people want
to describe something, they need to find the words
which reflect what they feel.
Fluency is the ability to speak easily,
spontaneously, with no hesitation and pausing.
Because the use of pause in speaking is determining
someone’s fluency in the way they talk. In addition,
the ability to speak fluently is not enough because
speaker need to consider the accuracy as well.
Accuracy is related to the use appropriate grammar,
vocabulary and pronunciation in speaking. Brown
states that both fluency and accuracy need to be
achieved simultaneously. In addition,Koponen in
Louma states, “Fluency is the ability to talk freely
without too much stopping or hesitating. At the level
of someone’s fluency when speaking, it can be seen
whether he or she speaks natural without some
hesitations about what he or she would like to say.
The last element is comprehension of speaking.
According to Richard, Comprehension means the
understanding and the interpretation of what it is said.
Comprehension seeks students thinking ability to
understand the information accurately. Hence, the
successful of speaking is determined by successful in
delivering the message. Hughes states that the people
get highest score in comprehension aspect when they
“understand everything in both formal and colloquial
speech to be expected of an educated native
speaker.”.
In conclusion, pronunciation, grammar,
vocabulary, fluency, and comprehension are the
important components in the development of
students’ speaking skill. These elements support each
other to gain the goal of speaking.
The Effectiveness of using English Self-video Recording on Students’ Speaking Skill of Recount Text
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2.2 Recount Text
Recount is reconstruction of something happened
in the past. It is the unfolding sequence of events over
time and the purpose is to tell what happened.
Recount begins with by telling the reader who was
involved, what happened where this event took place
and when it happened. The sequence of event is then
described in some sort of order, for instance a time
order.
The purpose of recount is to entertain or to inform
the reader(s). As what is stated by Wardiman, Jahur,
& Djusna, (2008), “A recount text is a text that telling
the reader about one story, action, and activity. Its
goal is to entertain or inform the reader.” From the
above explanation we can conclude that recount is a
non- fictional text that has purpose of entertaining or
informing some past experience of the author or other
people, and it is arranged in a chronological order.
The characteristic of this text are the factual event or
experiences being told and the chronological
description about the event and the time of
occurrence.
2.3 Self-video Recording to Teach
Speaking
Many techniques are suggested to increase the
speaking skill; one of them is self-video recording.
Self- recording is making an automatic record.
Students need to develop fluency and confidence in
their oral language through experiences in many types
of speech situation. They can convey their thought,
information and feeling through oral communication.
Speech is one way human beings make connections
with each other. To speak confidently and fluently in
a variety of situations is a central human need and an
important goal of education.(Widiyawati, 2014)
Based on the result of research, using self-
recording video to teach English is the appropriate
technique in the class. One of the good methods for
actually evaluating and seeing what students do is to
watch themselves doing it by making a video. The
student can watch the story directly so they become
more accustomed to express their experience and
should be guided to take part in telling their story in
self-experiences. By using telling self- experience in
teaching speaking activities, the students are expected
to be more motivated to learn English. Some
advantages of using a Self-Recording Video of
student speaking in language learning: they can watch
themselves doing speaking and so can their friends.
They will learn their mistakes from the video and
people’s comments. By doing this, they will evaluate
each other. Teachers can use video to help students
become better speakers in English. By recording Self-
Recording Video on their speaking activities, they
will have opportunities to view to play and replay the
recording many times so that they could learn from
mistakes. It is better to make mistakes than never try
at all because they will learn from their self-
evaluation and also from their friends’ comments and
teacher’s feedback. Therefore, they can be self-
critical as they can learn the mistakes and solve their
problem assisted by the teacher. Another advantage
of using Self- Recording Video is the students can be
involved in communicating activity, problem-
solving, telling the experiences, etc. It also can be
used for students to express their ideas, opinions, and
feeling. Several steps need to be considered. First, the
teacher explained the regulation, the duration for
making a video, the topic, and the aspects of speaking
would be assessed. It is aimed to build students’
understanding of the task. Then, the teacher showed
an example of the task. The example can be the video
of a native speaker so that the students can have the
target model of English. Furthermore, the students
make the video on the certain topic. It is highly
recommended to use topic related to the teaching and
learning topic in class or students’ experience.
Therefore, the use of video can be authentic speaking
training. After students complete the video, the
teacher needs to give feedback to the students’
performance. Hence, the students’ know their
speaking strength and weakness. Also, the number of
videos created by the students can be adjusted to the
meeting or the duration of teaching and learning
process.
3 METHOD
The method of this research was quantitative
research by using quasi-experimental design. The
population of this study was 125 of the second-grade
students of Madrasah Tsanawiyah Khazanah
Kebajikan. They are from five classes. Each class
consists of about 25 students.The sample of the
research were 50 students from two classes by using
purposes sampling technique.
The experimental class was conducted by using
Self-Video recording and the control class was
conducted by conventional teaching or no treatment
applied. The research procedures were pretest-
implementation/treatment- postest. The data were
gathered through oral test in the pretest and posttest
and assessed by scoring rubric of speaking proposed
by Brown (2004). To analyze the data, the researcher
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used T Test on SPSS 21 to see the effect of Self-Video
recording on students’ speaking skill of recount text.
4 FINDING
4.1 Data Description of Experimental
Class
Table 1. The score of Pre-test and Post-test from
Experimental Class
No Student Pre-
Test
Post-
Test
Gained
Score
1
1 36 44 8
2
2 36 44 8
3
3 32 40 8
4
4 32 40 8
5
5 48 60 12
6
6 32 40 8
7
7 40 48 8
8
8 36 44 8
9
9 36 44 8
10
10 52 60 8
11
11 68 76 8
12
12 48 56 8
13
13 40 48 8
14
14 44 52 8
15
15 44 52 8
16
16 40 48 8
17
17 40 48 8
18
18 44 52 8
19
19 44 52 8
20
20 52 60 8
21
21 32 44 12
22
22 52 60 8
23
23 52 60 8
24
24 52 60 8
25
25 40 48 8
SUM 1072 1280
208
AVERAGE 42,88 51,20
8,32
LOWEST SCORE 32 40
HIGHEST SCORE 68 76
Based on the data in table 1, it can be seen that the
highest score of Pre-Test from the experimental group
is 68 and the lowest score is 32. The sum of the pre-
test score is 1072 with the average score is 42,88.
Meanwhile the highest score of Post-Test from the
experimental group is 76 and the lowest score is 40
while the sum of the post-test score is 1280 with the
average score is 51,20. It can be known that there was
significance effect of using self-video recording as a
media for learning English speaking in the post test.
4.2 Data Description of Control Class
Table 2. The score of Pre-test and Post-test from
Control Class
No Student Pre-
Test
Post-
Test
Gained
Score
1
1 28 36 8
2
2 44 48 4
3
3 48 56 8
4
4 48 52 4
5
5 28 40 12
6
6 32 36 4
7
7 36 36 0
8
8 36 44 8
9
9 36 40 4
10
10 40 44 4
11
11 40 44 4
12
12 28 32 4
13
13 28 32 4
14
14 32 44 12
15
15 56 56 0
16
16 40 44 4
17
17 32 36 4
18
18 28 36 8
19
19 40 48 8
20
20 32 32 0
21
21 40 40 0
22
22 56 60 4
23
23 32 40 8
24
24 36 48 12
25
25 36 40 4
SUM 932 1064 132
AVERAGE 37,28 42,56 5,28
LOWEST
SCORE
28 32
HIGHEST
SCORE
56 60
The data shows the score of 25 students. The sum
of the pre-test score is 932 while the post-test score is
1064 with the average score of pre test 37,28 and the
post-test is 42,56. Moreover, the lowest score of pre-
test was 28 and the highest score was 56. Meanwhile,
the lowest score of post-test was 32 and the highest
score was 60.
According to the scores between the experimental
class and the controlled class, it can be seen that both
classes are improving. But, the experimental class got
a higher improvement rather than the controlled class.
This can be seen through the range points gained by
the two groups. The experimental class improved
8,32 points while the controlled class gained 2,88
points. This situation affected by using particular
treatment in speaking activity for the two classes; the
The Effectiveness of using English Self-video Recording on Students’ Speaking Skill of Recount Text
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experimental class was taught by using English self-
video recording in learning speaking of recount text
meanwhile the controlled class was taught using
conventional technique in learning speaking of
recount text.
4.3 Data Analysis
4.3.1 Normality Test
Table 3 Normality of Pre-test Results
From the table above, it can be seen that the
significance score of the experimental class is 0.150
and the controlled class is 0.063. It indicates that the
data is normal distributed, because the significance
score is higher than α = 0.05. So, it can be concluded
that the data of the pre-test is normally distributed
because both classes’ significances are above 0.05.
Table 4. Normality of Post-Test Result
Based on the data showed above, it can be seen
that the significance of the experimental class is 0.153
and controlled class is 0.080. Those result showed
that the scores are higher than significance α = 0.05.
It means that post-test data in this study was
distributed normally as well. The post-test data in this
study was normally distributed.
4.3.2 Homogenety Test
Table 5. Homogenety Test
Based on the data showed, it can be seen that the
significance is more than the significance level 0.05
(0.729 > 0.05). It means that the sample are equal
across the groups.
Tabel 6 Post-test Results between Experimental and
Controlled Class
Based on the data, it can be seen that the
significance test of homogeneity is more than the
significance level 0.05 (0.625 > 0.05). It means that
the sample are equal across the groups.
Tabel 7. The Result of T-test Calculation
Based on the data above, it showed that the result
of post-test in both experimental and controlled class.
Each class had a similar total of students which is 25.
The table showed that the mean score of the
controlled class is 42,56 meanwhile the mean score of
the experimental class is 51,20. It is proved that the
mean score of the experimental class was higher than
the mean score of controlled class.
Tabel 7. The Result of Independent Samples Test of Post-Test
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Tabel 8. The Result of Gained Score
Tabel 9. The Result of Independent Samples Test of Gained Score
From the data of Independent Sample Test in the
table above showed the statistical hypothesis of this
study. Since that the data of the population was
distributed normally, the Sig. (2tailed) 0.001. It
means that the score is lower than the determined
significance value 0.05. As the result, it can be seen
that 0.001 < 0.05 which meant that null hypothesis
(H
0
) was rejected and the alternative hypothesis (H
a
)
was accepted. As a result, it can be stated there is an
effect of using English self-video recording’ on
students’ speaking skill of recount text. Afterwards,
the result of gained score statistics is explained as
follows tabel 8.
From the data in the table 8, it showed the gained
scores from experimental and controlled class. There
are 50 participants in total who took the test, and there
are 25 students from each class. The aimed of the test
is to know whether there is an effect after treatment
on students speaking ability in that class. As we can
see, the mean score of the controlled class is 5.28,
while the mean score in the experimental class is 8.32.
It shows that there is significance difference in mean
score of both classes. It can be seen by the difference
of the mean score is 3.04 points, where the mean score
of experimental class is higher than mean score of
controlled class.
From the data in the table 9. Sig.2 tailed of post-
test is 0.000 (p=0.000) and α is 6.326. it means that
(0.000<0.05) or (p<α). The table, moreover, shows
that df (degree of freedom) was 48. The value of t
table
with df 48 is 1.684. Meanwhile the t
value
from the table
is -4036, it means that t
table
< t
value
. Hence, Ho is
rejected and Ha is accepted. To sum up, there is a
significant effect of English self-video recording on
students’ speaking skill of recount text.
Figure 1. The difference between students’ score in
experimental and controlled class
The figure showed that the average score of both
experimental class and controlled class increased.
However, the experimental class’s score had
increased more significantly rather than the
controlled class.
From the data analysis of the research, it can be
known that after being taught by using English SVR
(Self-Video Recording), the score of posttest is higher
than pretest. Furthermore, this research supports the
previous studies that cooperative learning method
such using video recording as media is found very
helpful and effective to teach the speaking skill of
recount text. In addition, this technique can also be
implemented in all subjects but it depends on
students’ level and needs.
Based on implementation, it can be summed up
that using English self-video recording is effective to
improve students’ speaking skill of recount text
especially for the eighth-grade students of Mts
Khazanah Kebajikan.
5 DISCUSSION
The experimental class score which has the mean
score of pre-test was 42.88 before using English self-
The Effectiveness of using English Self-video Recording on Students’ Speaking Skill of Recount Text
1229

video recording. And after using English self-video
recording, the mean score of post-test was 51.20.
Meanwhile, the control class score which has the
mean score of pre-test was 37.28 and the mean score
of post-test was 42.56. It means that both classes have
increased in the post-test score. But, the experimental
class got a higher score than the control class. Based
on the statistical analysis, the increasing point of the
experimental class was 8.32 points; from 42.88 to
51.20 and control class, it increased 5.28 points; from
37.28 to 42.56. It means that the experimental class
had more significantly increasing points rather than
the control class.
6 CONCLUSION
Based on the result by using t-test formula, it can
be interpreted that the calculation of t-test showed
Sig.2 tailed of post-test is 0.000 (p=0.000) and α is
6.326. It means that (0.000<0.05) or (p<α). The table,
moreover, shows that df (degree of freedom) was 48.
The value of ttable with df48 is 1.684. Meanwhile the
tvalue from the table is -4036, it means that
ttable<tvalue. Hence, Ho is rejected and Ha is
accepted. To sum up, there is a significant effect of
English self-video recording on students’ speaking
skill of recount text. Thus, there is a significant
difference between the students’ score in using
English self-video recording and without using
English self- video recording at Mts Khazanah
Kebajikan. It means students’ who learn recount text
with English self-video recording had a significant
effect on comprehending topic compared to those
who did not learn Recount text with English self-
video recording. According to the research, there is a
significant effect of English self-video on students’
speaking skill of recount text.
This study was conducted by quasi- experimental
design which was intended to get empirical evidence
of the effectiveness of using English self-video
recording on students’ speaking skill of recount text
at the eighth grade students in Mts Khazanah
Kebajikan At the beginning, students’ score in
experimental class and controlled class was no
statistically different. Then, after the treatments, the
post-test and the gained score of experimental class
was higher than the score of controlled class. It means
that the use of English self-video recording has
significant effect in improving students’ speaking
skill. Finally, the result of this study supported the
previous study that the used of English self-video
recording was effective in improving students’
speaking skill.
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