The impact of video integrated with Bloom’s taxonomy on the improvement of English-speaking performance
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Published:
Jul 28, 2022
Keywords:
video, Bloom's Taxonomy, Speaking, Performance
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(1) * Ranta Butarbutar
University of Musamus Merauke, Papua
Indonesia
(2) Seli Marlina Radja Leba
University of Musamus Merauke, Papua
Indonesia
(3) Angla F Sauhenda
University of Musamus Merauke, Papua
Indonesia
(*) Corresponding Author
Abstract
Speaking has an essential role in students’ performance in the English language subject. This study aims to investigate 30 English language students who are given video in the experimental class. The results show that there is an improvement of participants’ English-speaking performance which is indicated by the increase of scores between pre-test and post-test through four speaking components, such as fluency, precision, lexical, and syntactical. The most significant increase is found in the precision aspect with a pre-test value of 1.00 and a post-test value of 3.07. The results also reveal that both written and verbal communication can be improved by using the method of video integrated with Bloom’s taxonomy. However, the limited participants of the study and the length of drilling speaking are confirmed as the limitation of the study. Besides, it implies video integrated taxonomy Bloom for reducing anxiety in learning speaking and classroom activities research (CAR) investigation are recommendations for future study.
HIGHLIGHTS:
- Video integrated with Bloom’s taxonomy implies the development of linguistics and intercultural communication competence simultaneously.
- Video facilitates learners to improve meaning and lexical complexity
- The more learners practice speaking with video integrated with Bloom’s Taxonomy, the better their critical thinking.
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How to Cite
Butarbutar, R., Leba, S. M. R., & Sauhenda, A. F. (2022). The impact of video integrated with Bloom’s taxonomy on the improvement of English-speaking performance. JEES (Journal of English Educators Society), 7(2), 126-134. https://doi.org/10.21070/jees.v7i2.1649
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Copyright (c) 2022 Ranta Butarbutar, Angla F Sauhenda
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Butarbutar, R. (2022). Improving Reading and Writing Literacy in English Text-Based Technology. In National Seminar of PBI (English Language Education) (pp. 215-222).
Butarbutar, R. (2021). How does Technology Vocaroo Improve Students’ Speaking Ability? A Study from Learner, Teacher, and Researcher’s Perspective. Journal of Positive Psychology and Wellbeing, 5(3), 1635-1640.
Butarbutar, R., Sauhenda, A. F., Marnina, H. R., & Wahyuniar, S. M. R. L. (2021). Challenges and opportunities of accelerated digital literacy during the COVID-19 pandemic. Hong Kong Journal of Social Sciences.
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Chien, S.-Y., Hwang, G.-J., & Jong, M. S.-Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751.
Crompton, H., Burke, D., & Lin, Y. C. (2019). Mobile learning and student cognition: A systematic review of PK‐12 research using Bloom’s Taxonomy. British Journal of Educational Technology, 50(2), 684-701.
Dahlstrom-Hakki, I., Alstad, Z., & Banerjee, M. (2020). Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence. Computers & Education, 150, 103842.
De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893-916.
Firestone, A. R., Aramburo, C. M., & Cruz, R. A. (2021). Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure. Studies in Educational Evaluation, 70, 100986.
Gagne, R. M., Briggs, L. J., & Wager, W. W. (1979). Principles of instructional design. Florida State University.
Hannum, W. H., & Briggs, L. J. (1982). How does instructional systems design differ from traditional instruction? Educational Technology, 22(1), 9-14.
Köksal, D., & Ulum, Ö. G. (2018). Language assessment through Bloom’s Taxonomy. Journal of language and linguistic studies, 14(2), 76-88.
Leba, S. M. R., Butarbutar, R., & Werang, B. R. (2021). Exploring the English Learning Strategies of an Indigenous Papuan Student of Indonesia. The Qualitative Report, 26(9).
Li, L., Valcke, M., Dessein, B., Badan, L., & Anderl, C. (2021). Pedagogical content knowledge: A systematic review of Chinese language pronunciation teaching in the CFL context. Foreign Language Annals, 54, 525-557.
Mohammadi, E., Kiany, G. R., Samar, R. G., & Akbari, R. (2015). Appraising pre-service EFL teachers' assessment in language testing course using revised Bloom's taxonomy. International Journal of Applied Linguistics and English Literature, 4(4), 8-20.
Nakatsuhara, F., Inoue, C., Berry, V., & Galaczi, E. (2017). Exploring the use of video-conferencing technology in the assessment of spoken language: A mixed-methods study. Language Assessment Quarterly, 14(1), 1-18.
Nur, S., Butarbutar, R., Ardiningtyas, S. Y., & Alimuddin, A. H. A Systematic Review on Integrating MALL in English Language Teaching. ELT Worldwide: Journal of English Language Teaching, 9(1), 56-69.
Pikhart, M., & Klimova, B. (2019). Utilization of linguistic aspects of Bloom’s taxonomy in blended learning. Education Sciences, 9(3), 235.
Richards, J. C. (2008). Teaching listening and speaking: Cambridge university press Cambridge.
Rosell-Aguilar, F. (2017). State of the app: A taxonomy and framework for evaluating language learning mobile applications. CALICO journal, 34(2), 243-258.
Saed, H. A., Haider, A. S., Al-Salman, S., & Hussein, R. F. (2021). The use of YouTube in developing the speaking skills of Jordanian EFL university students. Heliyon, 7(7), e07543.
Spring, R., Kato, F., & Mori, C. (2019). Factors associated with improvement in oral fluency when using video‐synchronous mediated communication with native speakers. Foreign Language Annals, 52(1), 87-100.
Stanny, C. J. (2016). Reevaluating Bloom’s Taxonomy: What measurable verbs can and cannot say about student learning. Education Sciences, 6(4), 37.
Wagener, D. (2006). Promoting independent learning skills using video on digital language laboratories. Computer Assisted Language Learning, 19(4-5), 279-286.
Zheng, C., Wang, L., & Chai, C. S. (2021). Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance. Computer Assisted Language Learning, 1-34.
Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2021). Effects of ASR-based websites on EFL learners’ vocabulary, speaking anxiety, and language enjoyment. System, 99, 102496.
Bickmore, T., Kimani, E., Shamekhi, A., Murali, P., Parmar, D., & Trinh, H. (2021). Virtual agents as supporting media for scientific presentations. Journal on Multimodal User Interfaces, 15(2), 131-146.
Bragg, L., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 104158.
Briggs, L. J., & Wager, W. W. (1981). Handbook of procedures for the design of instruction. New Jersey: Educational Technology Publications.
Butarbutar, R. (2022). Improving Reading and Writing Literacy in English Text-Based Technology. In National Seminar of PBI (English Language Education) (pp. 215-222).
Butarbutar, R. (2021). How does Technology Vocaroo Improve Students’ Speaking Ability? A Study from Learner, Teacher, and Researcher’s Perspective. Journal of Positive Psychology and Wellbeing, 5(3), 1635-1640.
Butarbutar, R., Sauhenda, A. F., Marnina, H. R., & Wahyuniar, S. M. R. L. (2021). Challenges and opportunities of accelerated digital literacy during the COVID-19 pandemic. Hong Kong Journal of Social Sciences.
Butarbutar, R., Arafah, B., Marlina Raja Leba, S., Kaharuddin, K., F Sauhenda, A., & Monika, S. (2021). Using Mobile-Assisted Language to Encourage EFL Learning among Indonesian Learners of English. Linguistica Antverpiensia.
Butarbutar, R., & Simatupang, E. (2020). The Impact of Technology Hello English Application in EFL Classroom. Lingual: Journal of Language and Culture, 8(2), 11.
Butarbutar, R., Uspayanti, R., Manuhutu, N., & Palangngan, S. T. (2019). Analyzing of puzzle local culture-based in teaching english for young learners. In IOP Conference Series: Earth and Environmental Science (Vol. 343, No. 1, p. 012208). IOP Publishing.
Butarbutar, R., Uspayanti, R., Bawawa, M., & Leba, S. M. R. (2020). Mobile assisted language learning. In 3rd International Conference on Social Sciences (ICSS 2020) (pp. 390-392). Atlantis Press.
Butarbutar, R. (2018). Analyzing nonverbal communication in seminar presentation. Magistra: Jurnal Keguruan Dan Ilmu Pendidikan, 5(1), 038-047.
Chien, S.-Y., Hwang, G.-J., & Jong, M. S.-Y. (2020). Effects of peer assessment within the context of spherical video-based virtual reality on EFL students’ English-Speaking performance and learning perceptions. Computers & Education, 146, 103751.
Crompton, H., Burke, D., & Lin, Y. C. (2019). Mobile learning and student cognition: A systematic review of PK‐12 research using Bloom’s Taxonomy. British Journal of Educational Technology, 50(2), 684-701.
Dahlstrom-Hakki, I., Alstad, Z., & Banerjee, M. (2020). Comparing synchronous and asynchronous online discussions for students with disabilities: The impact of social presence. Computers & Education, 150, 103842.
De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. (2013). Linguistic skills and speaking fluency in a second language. Applied Psycholinguistics, 34(5), 893-916.
Firestone, A. R., Aramburo, C. M., & Cruz, R. A. (2021). Special educators’ knowledge of high-leverage practices: Construction of a pedagogical content knowledge measure. Studies in Educational Evaluation, 70, 100986.
Gagne, R. M., Briggs, L. J., & Wager, W. W. (1979). Principles of instructional design. Florida State University.
Hannum, W. H., & Briggs, L. J. (1982). How does instructional systems design differ from traditional instruction? Educational Technology, 22(1), 9-14.
Köksal, D., & Ulum, Ö. G. (2018). Language assessment through Bloom’s Taxonomy. Journal of language and linguistic studies, 14(2), 76-88.
Leba, S. M. R., Butarbutar, R., & Werang, B. R. (2021). Exploring the English Learning Strategies of an Indigenous Papuan Student of Indonesia. The Qualitative Report, 26(9).
Li, L., Valcke, M., Dessein, B., Badan, L., & Anderl, C. (2021). Pedagogical content knowledge: A systematic review of Chinese language pronunciation teaching in the CFL context. Foreign Language Annals, 54, 525-557.
Mohammadi, E., Kiany, G. R., Samar, R. G., & Akbari, R. (2015). Appraising pre-service EFL teachers' assessment in language testing course using revised Bloom's taxonomy. International Journal of Applied Linguistics and English Literature, 4(4), 8-20.
Nakatsuhara, F., Inoue, C., Berry, V., & Galaczi, E. (2017). Exploring the use of video-conferencing technology in the assessment of spoken language: A mixed-methods study. Language Assessment Quarterly, 14(1), 1-18.
Nur, S., Butarbutar, R., Ardiningtyas, S. Y., & Alimuddin, A. H. A Systematic Review on Integrating MALL in English Language Teaching. ELT Worldwide: Journal of English Language Teaching, 9(1), 56-69.
Pikhart, M., & Klimova, B. (2019). Utilization of linguistic aspects of Bloom’s taxonomy in blended learning. Education Sciences, 9(3), 235.
Richards, J. C. (2008). Teaching listening and speaking: Cambridge university press Cambridge.
Rosell-Aguilar, F. (2017). State of the app: A taxonomy and framework for evaluating language learning mobile applications. CALICO journal, 34(2), 243-258.
Saed, H. A., Haider, A. S., Al-Salman, S., & Hussein, R. F. (2021). The use of YouTube in developing the speaking skills of Jordanian EFL university students. Heliyon, 7(7), e07543.
Spring, R., Kato, F., & Mori, C. (2019). Factors associated with improvement in oral fluency when using video‐synchronous mediated communication with native speakers. Foreign Language Annals, 52(1), 87-100.
Stanny, C. J. (2016). Reevaluating Bloom’s Taxonomy: What measurable verbs can and cannot say about student learning. Education Sciences, 6(4), 37.
Wagener, D. (2006). Promoting independent learning skills using video on digital language laboratories. Computer Assisted Language Learning, 19(4-5), 279-286.
Zheng, C., Wang, L., & Chai, C. S. (2021). Self-assessment first or peer-assessment first: effects of video-based formative practice on learners’ English public speaking anxiety and performance. Computer Assisted Language Learning, 1-34.