The Use of Vlog to Improve Students' Speaking Skills:

An Indonesian Case

Ghita Afrilliani

, Sajidin

, Wahyudi Darmalaksana

, Aji Mulyana

UIN Sunan Gunung Djati, Bandung, Indonesia

Universitas Suryakancana Jl. Pasir Gede Raya, Cianjur, Indonesia

ajimulyana@unsur.ac.id

Keywords: Speaking Skills, Vlog, Media, Improvement

Abstract: .Vlog is being a popular media in nowadays, and also in globalization era media can bring an influence.

This study aims to know how students can improve their speaking skills by using vlog and this study was

applied at one of Junior High School in Bandung, Indonesia. This study is used a quantitative method and

pre- experimental study that the sample is only one group which is consist of 40 students in the class.

Firstly, the pre-test was given to the student. The students in a group were tested by giving them pictures

that should be described by their own words through speaking. Secondly, the treatment has given for 3

meetings. The vlog was sawn as their media to help them in speaking skills. Finally, students were given

the same test of speaking skills to check the effectiveness of this media to help students in speaking skills at

the end of the meeting. The result showed that there was statistically significant between pre-test and post-

test through exposed by using vlog in the treatment section. It can be concluded that vlog which given to

the subjects of speaking skills is significantly improved.

1 INTRODUCTION

In globalization era, media can bring a big influence

on education. Many types of media such as audio,

visual, and audio visual (video), they can help

teacher and student to reach the goals in teaching-

learning, besides, they can make the student excited

in learning. In teaching learning of speaking media

will be helpful to determine a speech, according to

Cakır (2006) many media and many styles of visual

presentation are useful to the language learner. It

means that audio-visual material is useful and has a

positive impact on language in the learning process

as long as it is used in the right path. A motivation

can be given to students and can be stimulated by

using of media as a bridge or example to make them

understand in speaking.

The video is one of the media which consist of

audio and also visual for students to listen and see. It

also can shows the expression and body language,

during hearing and seeing on the video, students can

know the rhythm, intonation, and stress of the

language, and video one of instructional media is so

close to language. According to Harmer (2001)

using of videotape has been studied of teaching a

language for many years. Some researchers have

recognized the power of audio-visual material to

capture the learners’ attention, to increase their

motivation and also to enhance their learning

experience. A video is so close to language, by

expose video helps students learn the real language

in a different context where it comes naturally

Harmer, 2001). On the other hand, it closely relates

to learners’ need and provides a link between the

classroom and student’s need in the real world.

Nowadays, the evaluation of media had grown

quickly, it happened because the development of

technology which supported media to creates

innovations of media’s kind, so that is why the

writer used vlog (video blogging) as a media that

vlog is one of variation in the social networking

site’s blog, it is more interesting than a blog which

has a textual genre. On the other hand, vlog brings a

new revolution in the media usage, it can show

visual expression available in video (audiovisual).

As we know that blog (online diary) that is loaded

with the posts that can be used to share information

in media to a user on a web page. So that is why this

research should be conducted based on development

Afrilliani, G., Sajidin, ., Darmalaksana, W. and Mulyana, A.

The Use of Vlog to Improve Students’ Speaking Skills: An Indonesian Case.

DOI: 10.5220/0008220700002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 531-539

ISBN: 978-989-758-416-9

531

on technology in nowadays to make students more

interested to learn something.

Nowadays, the pervious study of vlog has

investigated such as “A survey of video blogging”

that has been studied from (Gao et al., 2010b),

reveals that differences among IPTV, internet

video, and vlogging service, Gao, and friends

talk about how is vlog itself and also comparing

with others kind. “Vocabulary learning and

Vlogging” has studied by Gustafsson (2016) this

previous studied an exploratory study of vocabulary

learning by using vlogging and compared with

orthodox written exercises, and talked about how

videoblogging can impact in education who

teachers can be videoblogger and students too, they

can make a product that has variety of content is in

videoblogging, especially in students, they can

improve their ability in speech to promote

something, telling about their activity, explain

how to make something and else.

So that is why this research chose to analyze the

same thing with the previous studies, it is about

vlog but in the different case that vlog can influent

to speaking skills or no, and how the impact of

watching vlog to improve student speaking skills.

Vlog is like being an interested thing among

different field of study, and vlog also matches with

multimedia computing machine learning, data

mining, retrieval and human-computer

interaction, on the other hand, it can be a new

application in the future. vlog such as advertising

will brings new opportunities and driving forces to

the research in related fields.

Therefore this research was made to find out the

influence of using vlog on students’ speaking skills

also trying to find new of media that is happening in

nowadays as a helper students in speaking skills, and

the writer believes that a new thing will bring an

influence to the something.

2 SPEAKING SKILLS

Skill is an ability that has a capacity which getting

through deliberate, systematic, and sustained in

doing something. Speaking skills is the ability of the

action to make sounds, or expressing the ideas and

feeling through the language by speech. According

to Mustikawati (2013) meanwhile, speaking is an

ability for a learner in through the process of

socializing in communication. Therefore, speaking

skills are more important than other skills. Speaking

can deliver a message from the speaker to the

listener to be understood. Moreover, speaking is the

activity that can make someone more understandable

in communication, because people can show their

meaning through the speech.

According to Cameron (2001), speaking is

the one skill which active use of language to express

meaning so that speaking is more demanding than

other skills. It means that in speaking activities

should be added supports for the production of

speech, not just give support for understanding the

meaning.

Speaking is part of activity life that can take it

for granted (Thornbury, 2005). So when someone

begins to speak it means they know the language

since they speak, they also know the production of

speech from what they have said in a speech and it is

obvious to know that speaking is an important thing

to make communication with others. People can

express their ideas through speaking to make other

people understand each other. Speaking skills also

are demanding skills who should develop in

communication that can be understood well.

2.1 The Importance of Speaking

Speaking skills are notable part of the curriculum in

language teaching, and it makes them an important

object of assessment as well (Luoma, 2008). It

means that language ability can be seen from

language skills. And people in nowadays often to

judge someone who can be good speaker by their

language skills; how does someone speak well in

their language. Most people are wanted to be a good

speaker or have a good speaking. Sometimes they

show their speaking skills and the purpose is to

influence others to do the same like them that seems

great to improve speaking skills in another person.

According to Moreover, Ramelan’s study (as

cited in Hibarrad & Bastidas, 2014) people who

living everywhere, they often speak using by

language, although they do not have any writing

system to record their language. So the capability of

speaking can be measured if a foreign learner is

successful in learning speaking or no, but in

dominating speaking skills can be shown not only

from their performance when speak out, also we

have to see it from another aspect like competence in

using language itself.

All above descriptions tell that speaking is

important in life, where people can deliver their

ideas, information, or others. Speaking can deliver

message verbally to make whole the process of

transferring something easily to a social

environment.

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

532

2.2 The Problems of Speaking Skills

In learning speaking, students as an object to

receive the knowledge have some problems in

speaking skills. According to Brown (2000),

there are five problems in speaking skills, as

follows:

Native language

It is an influential factor for a learner’s

speaking. “If you are familiar with the sound

system of learner’s native language, you will be

better able to diagnose student difficulties. Many

L1-L2 carryovers can be overcome through a

focused awareness and effort on the learner’s part.”

2.2.1 Age

In general, the problem of speaking is the age

factor. Children's skills acquire speaking skills

faster than an adult.

2.2.2 Exposure

The exposure about speaking should be given

details to students before the teacher teaches, and

the class should be focused on speaking skills so

that the students draw their attention and interest.

2.2.3 Innate Phonetic Ability

Actually, the ear can be a tool for language to listen

what the speaker said. People manifest a phonetic

coding ability that others can help in speaking skills.

Identity and language ego

The others factor problem is identity and

individual's ego. Identity as a human is an attitude

toward speakers/listeners of the target language and

should be better in controlling each ego, like

intonation.

2.2.4 Motivation

It is an important thing in learning to speak,

students will be lazy to speak if they do not have a

motivation and concern for high attention.

2.3 Teaching Speaking Techniques

Teaching speaking techniques are important for the

teachers who teach their students, to know what the

steps to achieve the goals in speaking are.

According to Brown (2007), speaking teaching

technique is a way which focuses on the use of

language for meaningful in the communication.

On the other hand, the technique is a way to takes

place or steps as a bridge in language teaching in

the classroom. According to Brown (2007), there

are seven points principle of designing speaking

techniques;

2.3.1 The Technique

It is used as the wrapper spectrum of a learner needs,

from the language based focus on accuracy to

message-based focus on interaction, meaning, and

fluency.

2.3.2 Motivation Technique

It can appeal student’s interests and goals to their

need for knowledge, and for achieving competence.

2.3.3 The Authentic Language

It can be used to encourage language in meaningful

context. Use original language in meaningful

contexts and interaction to motivate the students in

learning the target language.

2.3.4 Feedback and Correction

It is used to provide the appropriateness. Using the

kinds of corrective can be a feedback that is

appropriated for the moment in a learning process.

2.3.5 The Natural Relationship between

Speaking and Listening

There is the natural relationship between

speaking and listening; Speaking and listening

cannot separate each other, they are correlated to

achieving the goals in speaking skills or listening.

Skills in producing language are often initiated

through comprehension.

2.3.6 Oral Communication

Oral communication can give students

opportunities to initiate their speech orally. A good

typical classroom interaction is characterized by

teacher initiation of language. We ask the question,

give direction, and provide information, and

students have been conditioned only to "speak when

spoken to".

The Use of Vlog to Improve Students’ Speaking Skills: An Indonesian Case

533

2.3.7 The Development of Speaking

Strategies

The development of speaking strategies; Students

have a chance to practice such strategies like asking

for clarification, confirming and understanding the

English language.

That has explained that the techniques of

teaching speaking are used to push students to speak

and get the value of target language. The teacher

can be a model to explain or demonstrate of

speaking materials for their students, and every

technique has a different usage. All the techniques

are important to help student and teacher achieving

the goals of teaching-learning in the target language.

2.4 Speaking Assesement

This section will explain about the speaking

assessment that each assessment has criteria to be

explained, this is speaking assessment that will be

used in the observation as follows:

According to Hornby (1995), pronunciation

is the way to speak, and the way in which words are

pronounced. It means that pronunciation is the

important point in language to speak.

2.4.1 Grammar

Grammar is the system and structure of language.

Grammar and pronunciation are correlated each

other that grammar should be filled by the

knowledge into words order inflection and

derivation into the other meaningful features of the

English language.

2.4.2 Vocabulary

Vocabulary is an array of words known or used by

a person in trade, profession, etc. If someone

has many vocabularies, it will be easier for him

to express his idea (Hornby, 1995)

2.4.3 Fluency

Fluency as the quality of being able to speak

smoothly and easily, it means that someone can

speak without any indecision, and someone can

speak fluently even though he or she makes errors

in pronunciation and grammar.

2.4.4 Comprehension

The production and comprehension of language are

a factor of our ability to perceive and process

stretches of discourse, to formulate

representations of meaning not just from a single

sentence but from referents in both previous

sentences and following sentences. It means that

comprehension is being understandable in

something that someone during learning

something.

3 VIDEO

A video is the one of technology where there are

capturing, recording, processing, transmitting

reconstructing a sequence of the image

representing scenes in motion and can fill the

sounds is in it. The video is like a tool which that

can record the picture and the audio to be one.

According to Alanferdika (2014) video is the

display of recorded the pictures on the television-

type screen. In media format that added a cathode-

ray screen to present an audio and pictures can be

referred to a video.

Furthermore, Video is a valuable learning tool

widely available in educational institutions

(Capsuto, 2000). In addition, Sowntharya et al.

(2014), said audio visual Media, especially

videos are definitely acknowledged as one of the

most effective tools in education and training. It

means that video can be as a media of audio-

visual effects in teaching learning.

Students should have an opportunity to watch

the video in or out of the classroom; it can make

them feel so interested in the learning process.

They have to increase their ability in speaking

through imitating is in the video. According to

Russell, James, & Sharon (2004) that teachers can

use video to introduce a topic of the study, to

present content, to provide remediation, and to

promote enrichment and etc. So, video have many

purposes is in the video in teaching-learning, it

depends on the teachers to choose one of the

varieties that the teachers need to deliver they

material for their students. Furthermore, Berk

(2009) states that the contiguous presentation by

using the verbal and visual technique as in videos

with integrated dialogue and narration is better for

novices and visual learners.

In the other hand, the examples of the

media platforms the younger generation use is

YouTube, to share and stream videos. Base on the

statement above, this is one line impact that

teacher could use to attract and to improve their

students’ skill of learning English especially

speaking. One of video on YouTube that can be

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

534

used in teaching learning is a vlog.

3.1 Vlog

Vlog is becoming a popular activity in the video

nowadays as described by (Snelson, 2013).

According to Mogallapu (2011) video blog (vlog) is

the new thing of blogs form which has received

increased attention over the years. Blogs have built

of the textual genre of personal publishing, but

in nowadays it develops to be visual genre

expression like vlog that adaptation in audio-visual

was developed by Gao et al. (2010). It is supported

by Gao et al. (2010) that combining of the

ubiquitous, grassroots blogging with the richness of

expression available in video, video blogs that will

be an important thing in a future world of Web-

based journalism and as a powerful new media

adjunct to our existing televised news sources.

Vlog has brought a new revolution in

multimedia usage. It means that vlog can be the

interesting thing for the students to learn. The

student can see is in the vlog from vlogger that

made vlog from their speech, see how do they speak

well, intonation, expression, articulation and else. It

all can be a thing that is an example for the

students, because is in the vlog someone always

talks as depend as their varieties such as they made

about daily life, how to make something,

advertisement, etc.

According to Snelson (2013) “vlog for a variety

of reasons, including the desire to alleviate

boredom, vlogging for fun, because friends were

doing it, to build confidence or improve their

speaking skills, to document their experiences,

share information, or connect with others.”

3.2 Teaching Speaking with Vlog

According to Harmer (2007), the purposes of video-

based activities is can be used in a video-based

lesson. Vlog is the latest technologies which

can open new ways of communication through

public- created media. When vlogs began as a new

technology and is a trend on the internet today.

It has different content such as diary life,

advertisement, procedural (how to make something)

and etc.

Russell et al. (2004) said that "the trend today is

delivery of video media as short, concise segments

that teacher can assemble in a variety of ways to

support a variety of utilization scenarios".

Moreover, Richard & Renandya (2002) state that it

is better to exposed a short (3-5 minutes) size of the

segment of video thoroughly and systematically

rather than playing with a long sequence which is

likely shown in less active viewing on the part of

your students. It means that vlog is appropriate for

teaching-learning. Supported by Richard &

Renandya (2002) in teaching-learning using video

that there are some ways to help the teacher teach

or planning video lesson effectively and exploit

the video to be effective, as follow:

Guiding the students to use video; toward

appreciating video as a language learning tool in

learning something. Teachers should to lead their

students to an appreciation of video as a

valuable tool for language learning. It can help

them to view skills which they can apply as in the

video.

Making the video as an intact part of the course;

Video with the right content potentially in language

learning is achieved when it is used as an

integral part in the course, beside, on the other ways

is to introduce or expose a theme or topic that is

already being part of the curriculum that is has

been deal with the textbook in the school.

Using short sequences of video; it is difficult to

specify an exact sequence length without

identifying a particular video sequence. It is better

to exploit a short (three until five minutes) of

video’s time, video thoroughly and systematically

rather than to play a long sequence which is likely

to result in less active viewing on the part of the

students, because if the teacher gives a long

sequences, students will be bored in teaching

learning in the class.

Introducing ourselves to the material; treat the

video material as seriously as any other language

teaching material. The teacher has to learn the

materials before presenting or expose it in the

classroom.

Treating the video as both a visual and an audio

text; it means when during planning the lessons, it

is important to allow the video’s script, and also the

video sounds that can make the video is ready and

clear to give to the students.

Designing lessons that provide opportunities for

repeated viewing; the video should be repeated

often because once is not enough to remember, not

all of the students are getting understood so fast.

Native levels of language proficiency also must be

considered, because the students will see and hear a

sound of the video.

Planning activity for three stages; teachers can

promote an active viewing and increase students'

comprehension and recall by planning video-related

lessons for three stages of Activities: previewing,

The Use of Vlog to Improve Students’ Speaking Skills: An Indonesian Case

535

viewing, and post-viewing.

The ways of the used of the video has been

explained, it means that there are seven ways to

make the teacher teach easily when they use video

as a learning media in delivering the material or the

message that the teacher will give to the

students. The material is in the vlog, the

vlogger actually might talk more and describe what

the activities they are doing, because vlog is like the

presentation style video, where someone who makes

it has to talk more and explain what is in the video

they record.

4 METHODOLOGY

4.1 Design

According to Creswell (2012), a quantitative

method involves the collection of numerical data

which is obtained from test, questioners,

checklist, and survey. The researcher uses a

quantitative method to know the influence of using

vlog to improve students’ speaking skills, and

this study has one class for collecting data by pre-

test and post-test. This research used a quantitative

method and a pre- experimental design. As

Sugiyono (2009) described in this pre-experimental

design especially in one- group pretest-posttest,

one class has an accurate result because there is a

comparison of the condition before and after giving

the treatment.

4.2 Paricipant

The participant’s population is the student of one

junior high school at 9th grade in Bandung. Every

class has the average amount 40 students.

According to Creswell (2012), a population is a

group of individuals who have the same

characteristic. The writer chooses the 9th grade

of one junior high school in Bandung. The other

hand that population is the individuals or units are

in the one group, there is not available data for all

individuals in a population (Hanlon & Larget,

2011). It supported by Arikunto (2010) if a

population is more than 100 the sample in between

10% until 15% or 20% until 25%, and if the sample

less more than 100 the population may be chosen

all.

4.3 Instruments

4.3.1 Validity of Test

The validity of the test is the extent to measure the

instrument than it can be used or no by Adefioye

(2015). It explained that before the instruments

tested to the object of observation, it should be a

measure that the instrument is measure through

tested it to the other objects. Validity test was tested

in the different class but the same grade to knowing

that the instrument is measure to be used.

4.3.2 Pretest, Treatment, and Post-test

In the process of instruments, there are three steps

after validity has done. The pre-test was given

to reveal the students' speaking skills before giving

treatment. The purpose of pre-test is to know the

condition of the score before the students get the

treatment. The researcher will give some pictures to

the students then she instructs them to choose one of

the pictures and describe it orally. The

treatment gave some vlog. This process of teaching

with vlog should be exposed in the several times, so

that the students can understand the content of vlog,

can imitate how to pronoun words well, good

grammar and else. The last one is post-test. A post-

test is a measure of some attribute or characteristic

that is accessed for participants in experimental

after treatment (Creswell, 2012). Post-test was

given a result after students have been given the

treatment in the teaching-learning process. The

researcher gave some vlog to students then she

instructed them to choose one of vlog and describe

it orally. The result will be seen before and after

taught using vlog in experimental class to improve

students’ speaking skills.

4.4 Data Analysis

This research used the pre-test and post-test to

analyze the effect of vlog to improve students'

speaking skills before and after exposed with a

vlog. The process of analysis data is conducted after

all research data is collected which involve several

statistical processes, According to Subana (2000)

there are formulas to count the normality of data as

below:

4.4.1 Determining the Normality of Pre-test

and Post-test Data

IF (x2 count) < (x2 table), this data is normal

IF (x2 count) > (x2 table), this data is not normal

4.4.2. Determining the hypothesis by Using T-test

formula

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

536

eri

ental Class Pre-Tes

udents Score S

udents Score

uden

63 S

uden

50 S

uden

57 S

uden

63 S

uden

53 S

uden

63 S

uden

47 S

uden

63 S

uden

57 S

uden

60 S

uden

60 S

uden

53 S

uden

60 S

uden

53 S

uden

63 S

uden

53 S

uden

53 S

uden

53 S

uden

60 S

uden

60 S

uden

47 S

uden

X1 = mean of post-test of the experiment group

The hypothesis: accepted H0, if t table < t count < t

table, in term H0 rejected.

4.4.2 Determining Gain

Table 1: Determining Gain

Percentage Degree

0-0.3 Low

0.3-0.7 Medium

0.7-1 High

5 CONCLUSION

5.1 The Result of Normality of Pre-test

and Post-test Data of the

Experimental Class

5.1.1 The Result of the Pre-test in

Experiemntal Class

Table 2: Result of Pretest

A pre-test in experimental class was

conducted to acquire the students' score of test

before the treatment was used. In the pre-test,

the students should describe one of the pictures that

they have to choose as a presentation material in

descriptive context.

5.1.2 The Result of the Post-test in the

Experiemntal Class

Table 3: Result of Posttest

eri

ental Class Pre-Tes

udents Score S

udents Score

uden

90 S

uden

87 S

uden

76 S

uden

87 S

uden

87 S

uden

87 S

uden

77 S

uden

87 S

uden

90 S

uden

83 S

uden

83 S

uden

83 S

uden

77 S

uden

70 S

uden

83 S

uden

80 S

uden

80 S

uden

80 S

uden

77 S

uden

83 S

uden

83 S

uden

Post-test in experimental class has been done to

know the students' score of test after the treatments

were given. In posttest, the students were given

some vlogs. The have to choose one of three vlogs

to be described as a presentation material in

descriptive context. Then, they describe it orally

and individually.

5.2 The Result of Hypothesis Test

Table 4: Result of Hypothesis Test

No Aspect Pre-test Post-test

1 F count

20.39

2 F table 1.99

In determining hypothesis by using a t-test, if

count< table, it can be interpreted that H0 is

accepted and Ha is rejected. Whereas, if count > t

table, it can be interpreted that H0 is rejected and

Ha is accepted. Based on the calculation, ttable on

significance 5% with df = 82 is 1.99, while count

The Use of Vlog to Improve Students’ Speaking Skills: An Indonesian Case

537

is 20.39. It means that count (20.39) > ttable

(1.99). It can be concluded that H0 is rejected

and Ha is accepted. In other words, there is a

statistically significant improvement in students'

score in speaking skills.

5.3 The Result of the Gain Score

Table 5: Result of Gain Score

No Aspect Score

1 Experimental Group 0.56

Based on the table, index gain score is 0.56. It

means that the score is between 0.30–0.70 (0.30<

056<0.70) with medium category. Therefore,

the improvement of the students’ speaking skill

using vlog is in the medium category.

6 CONCLUSION

There is significance difference improvement when

the students were given the treatment of using vlog

to improve their speaking skills. This session is

determined by the improvement of students'

speaking skills after treatment by testing the index

gain. Testing the index gain has been analyzed

before. Based on the analysis, index gain score is

0.36. It is located between 0.31 – 0.70 with the

medium category. So, the improvement of students'

speaking skills using vlog is medium.

In this conclusion, after conducting the

research,

the observer concluded that vlog is an important

media to help students in teaching learning process,

especially in teaching speaking. It has proved by the

statistical data explained above that the vlog can

improve students' speaking skills with the medium

category in its improvement.

In addition, the use of vlog as a media is

effective to improve students speaking skills, by

using vlog students feel comfortable because they

saw the real activity that the vlogger exposed in their

personal journal. Besides the students as a viewer

can get benefits such as vocabularies, pronunciation,

expression, and else. Students can be able to imitate

how to say something in the foreign language

through exposed vlog. It made students more

interested than watch other videos because the

vloggers showed the real activity which the video

was edited by added emotions, made sequences part

of activities, music, so that students do not get bored

during vlog was playing. Another conclusion for the

future researcher is to make a vlog as a product that

can make students can be involved directly in

making the vlog and we can see in the students'

development of their speaking skills.

REFERENCES

Adefioye, T 2015. Reliability and Validity.

Alanferdika, G 2014. 'Improving the speaking skill of

grade VIII students of smpn 2 depok through the use

of video clips in the academic year of

2013/2014'. Yogyakarta State University.

Arikunto, S 2010. Prosedur penelitian: suatu pendekatan

praktik: edisi revisi. Rineka Cipta, Jakarta.

Berk, A.R 2009. 'Integrating video clips into the legacy

content of the k-12 curriculum: tv, movies, and

youtube in the classroom'. Johns Hopkins Univ.

Brown, D. 2000. Teaching by principles. Pearson

Education.

Brown, H 2007. Principles of language learning and

teaching. Logman.

Cakır, I 2006. 'The use of video as an audio-visual

material in foreign language teaching classroom'.

Turk. Online J. Educ. Technol. 5, 67–72.

Cameron, L 2001. Teaching languages to young learners.

Cambridge University Press.

Capsuto, S 2000. Alternate channels: The uncensored

story of gay and lesbian images on radio and

television. Ballantine Books.

Creswell, J.W 2012. Educational research: planning,

conducting, and evaluating quantitative and

qualitative research, 4th ed. ed. Pearson,

Boston.

Gao, W., Tian, Y., Huang, T., Yang, Q 2010a.

'Vlogging: a survey of videoblogging technology on

the web'. ACM Comput Surv 42, 15:1–15:57.

https://doi.org/10.1145/1749603.1749606

Gao, W., Tian, Y., Huang, T., Yang, Q 2010b.

'Vlogging: a survey of videoblogging technology on

the web'. ACM Comput. Surv. 42, 1–57.

https://doi.org/10.1145/1749603.1749606

Gao, W., Yonghong, T., Tiejun, H., Qian, Y 2010c.

A Survey of Videoblogging Technology on the Web 42,

57.

Gustafsson, J 2016. Vocabulary Learning & Vlogging.

Hanlon, B., Larget, B 2011. 'Samples and Populations'.

Artic. Dep. Stat. 1–21.

Harmer, J 2007. The practice of english language

teaching. Cambridge Univesity Press, Cambridge.

Harmer, J 2001. The practice of english language

teaching, in: FOURTH EDITION. PEARSON,

LONGMAN.

Hornby, A.S 1995. Oxford advanced learner’s

dictionary of current english. Oxford University Press,

London.

Ibarra, A., Bastidas, J 2014. 'Using jigsaw activity to

develop speaking public high school in pasto'.

Luoma, S 2008. Assessing speaking, Nachdr. ed, The

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

538

Cambridge language assessment series. Cambridge

Univ. Press [u.a.], Cambridge.

Mogallapu, A 2011. 'Social network analysis of the video

bloggers’ community in youtube'. Missouri university.

Mustikawati, A 2013. 'The effectiveness of using video in

teaching speaking for the eighth grade students of

smpn 1 manisrenggo'. Yogakarta State University

Richard, J., Renandya, W 2002. Methodology in language

teaching: An anthology of current practice.

Cambridge Univesity Press.

Russell, James, Sharon 2004. Instructional technology and

media for learning. Pearson Prentice Hall.

Snelson, C 2013. 'Vlogging about school on YouTube: An

exploratory study'. New Media Soc. 17, 321– 339.

https://doi.org/10.1177/1461444813504271

Sowntharya, D.Y.L., Gomathi, S., Muhuntarajan, C

2014. Audio Visual Media and English Learners.

Int. J. Recent Innov. Trends Comput. Commun. 2, 3.

Subana, 2000. Statistik pendidikan. Pustaka Setia,

Bandung.

Sugiyono 2009. Metode penelitian pendidikan. Alfabeta.

Thornbury, S 2005. How to teach speaking. Logman.

The Use of Vlog to Improve Students’ Speaking Skills: An Indonesian Case

539