Video Recording as a Tool for Reflective Practice in a Public Speaking Class A Case Study

Dindha Dwi Amelia Megawati, Nur Arifah Drajati, Teguh Sarosa

Abstract

In this study, the researcher wanted to investigate how the use of video recording facilitated reflection for students and how reflective practice helps students to develop their aspects of public speaking. The participants of this research were 13 fifth-semester students of the public speaking class in one of the universities in Surakarta consisting one male and 12 female within age 19-21 years old. This research is a qualitative study. The data of this research were collected through observations, interviews, and document analysis. The finding reveals that firstly, the reflection process by viewing video recording not only helped the students in improving their personal development, which in this context is aspects of public speaking but also their collaborative space where the relationship between students with either other students or teacher was better. Second, from going through reflective cycle in the public speaking class, the students gained enhancement in their aspects of public speaking that are voice control, body language, the content of oral presentation and effectiveness.

Keywords

Public Speaking; Reflective Practice; Video Recording

Full Text:

PDF

References

Aizikovits, U. (2013) Good Question or Good Questioning: An Essential Issue for Effective Teaching, in 8th CERME, Turkey.

Andana, Y. (2018). The types of teacher‟s questions in English teaching-learning process at MAN Mojokerto. Thesis of Faculty of Education and Teacher Training. Sunan Ampel State Islamic University Surabaya.

Cotton, K. (2001). Classroom Questioning. North West Regional Educational Laboratory.

Creswell, John W. (2009). Research Design: Qualitative, quantitative, and mixed methods approach. SAGE Publications. Inc.

Darn, S. (2008). Asking questions. Retrieved on February 7th, 2019, from http://www.teachingenglish.org.uk/thin k/articles/asking-questions.

Erlinda, R., Dewi, S. (2014). Teacher‟s Questions in EFL Classroom. Program Studi Tadris Bahasa Inggris, Jurusan Tarbiyah STAIN Batusangkar.

Gall, M. (1984). Synthesis of research on teachers‟ questioning. Educational Leadership Journal.

Goronga, P. (2013). The nature and quality of classroom verbal interaction: implication for primary school teachers in Zimbabwe. SAVAP Journals.

Hall, J.K., Walsh, M., (2002). Teacher- student interaction and language learning. Annual Review of Applied Linguistics.

Hurst, B., Wallace, R., & Nixon, S. B. (2013). The impact of social interaction on student learning. Reading Horizon: A Journal of Literacy and Language Arts. Retrieved from https://scholarworks.wmich.edu/readin g_horizons/vol52/iss4/5

Ma, X. (2008). The Skills of Teacher‟s Questioning in English Classes. International Education Studies.

Nordquist, R. (2013) Question. Retrieved on February 7th, 2019, from https://www.teachingenglish.org.uk/arti cle/asking-questions.

Reece, I., Walker, S. (2007). Teaching, Training, and Learning: A Practical Guide. Business Education Publishers, Ltd.

Richards, J., Lockhart, C. (1994). Reflective Teaching in Second Language Classroom. Cambridge: Cambridge University Press.

Sujarati., Rahman, Q., Mahmud, M. (2016). English teacher‟s questioning strategies in EFL classroom at SMAN 1 Bontomarannu. English Language Education, State University of Makassar.

Tsui, A. (1995). Classroom Interaction. London, England: Penguin Group.

Vebriyanto, D. (2015). Teacher‟s questioning in EFL classroom interaction. Journal Vision.

Yang, H. (2017). A research on the effective questioning strategies in class. Science Journal of Education. 161.

DOI: https://doi.org/10.20961/ee.v9i3.39592

Refbacks

  • There are currently no refbacks.