A Comparative Review of Two Journal Article Which Relevance to the Developing of Student's English Speaking Skill

Comparative Review of Two Journal Article Which Relevance to the Developing of Student's English Speaking Skill

Hi, everyone! Welcome back to my blog! It's been three weeks without posting, or even more. Times won't tell that it due to my bustle, even I personally want to tell it . Yet, it is real because I just have a new time to post as I've just received a new instruction that I got from my lecture, which is surely regarding to the assignment of my Critical Reading class.  However, in today's post, I am back with a new assignment which a bit challenging as it's something that I've never done before. This post will set a comparison of two journals article which relevance to the developing of student's English speaking skill. Further, the primary goal of this assignment is to compare the two research journal which have the same purpose but have the different researcher, background, methodology used, findings etc. These goals aim to enrich our knowledge through some effective methods we can possibly apply in the class through improving the students' English speaking skills.

Moreover, the two title journal articles I'm going to compare are between the "Using Movie in EFL Classroom " which I have reviewed at my previous posts, and the "Use of YouTube-Based Videos to Improve Students' Speaking Skill", the last journal I found a few days ago which condisered to be compare to the first-mentioned journal.

• The first research done by  Raniah Hassen Kabooha ( rkabouha@kau.edu.sa ) from King Abdul Aziz University, it is a study conducted at the English Language Intitute (ELI), King Abdul Aziz University, Saudi Arabia. This journal has received in January 3, 2016 and accepted in February 18, 2016. This journal aims to examine Saudi Arabian English as a foreign language (EFL) learners as well as teacher towards the integration of English movie in their classes as a tool to develop students' language skills. 

• The second research done by Diki Riswandi ( dikiriswandi@outlook.com ) from Sebelas Maret University, Surakarta, Indonesia. This research aims to examine the students of junior high school towards the integration of YouTube-based video as a tool to develop their English speaking skill. This research is describing the teaching and learning process when YouTube-based videos are implemented in the class. 

Futhermore, I choose these two articles to compare due to several reason. First, those journals are the research who aim to develop the students' English speaking skill. It is certainly because speaking skill is my primary skill to be mastered. I am so interested to speak and teach the speaking skill regarding to the essential role about itself, as I personally believe that speaking skills are the skills that give us the ability to communicate effectively. these skills allow the speaker to convey his/her message in passionate, thoughtful, and convincing manner. So without mastering speaking skill, learning language won't be effective as is used to be. Further, unlike the other skills, speaking skill to me is more complicated than it seems at first and involves more than just knowing the vocabularies and structure but it is need a lot of practices as often as possible. As those main essentially, learning speaking skill should be taught more often and use a right method. Second, the main reason of choosing the term of movie and YouTube or something related to the digital based video is due to my experienced of learning and improving my English skill towards those tools. For me, the use of movie and video is very useful for developing my sepaking skill. Thus, for the main reasons I will give you by examining and reviewing these two journals in order to know how the movie or video are useful to the English language learner, specifically in term of speaking skill.

In this case, I will examine both journals with concerning the goals, the introduction, the methodology used, the findings, and the implications.

Here's the brief details of those two journals:

	First Journal	Second Journal
Title	"Using Movies in EFL Classroom: A Study Conducted at the English Language Institute (ELI), King Abdul-Aziz University"	"Using of YouTube-Based Videos to Improve Students' Speaking Skill"
Website	http://www.ccsenet.org/journal	https://jurnal.uns.ac.id/ictte/article/view/8150
Year	2016	2016
Writer	Raniah Hassen Kabooha	Diki Riswandi
Country	Saudi Arabia	Indonesia

1. The Purpose of the Research

• First Journal

This first journal aims to examine Saudi Arabian English as a foerign language (EFL) learners as well as teacher towards the integration of English movie in their classes as a tool to develop students' speaking language skill. The use of movies is considered due to the findings which found effectiveness of movie that can be employed in improving English speaking skills. Further, the study offer pedagogical implication for EFL instructors or teachers with respect to the integration of films in their classroom to improve students' language learning.

• Second Journal

As well as the first journal, this second journal also aims to develop the students' English skill. However, the target subject and methods they used are different. In this journal, the researcher examine the students of junior high school towards the integration of YouTube-based video as a tool to develop their English speaking skill by using classroom action research design.

* The similarities : Both of these two journal aimed to examined the students toward the digital-based video in order to improve students' English speaking skills.

* The differences : Both of these two journal used the different subject as the main research target.  The first journal aimed to examined students in Preparatory Year Program (PYP) or university level, meanwhile, the second journal was examined the students of junior high school.

2. The Introduction

• First Journal 

At the introduction, the problem raised by the first journal is the weakness of students' English speaking capability in the kingdom of Saudi Arabia. It mentioned that in Saudi Arabia, a country which known as the birth of Islam, the majority of students have studied English English as a foreign language for at least six years before they enter university, the period which isn't that short to learn a language. Nevertheless, most of them are incompetent in their ability to use that language, especially in speaking skill which emphasize as one of the most essential aspect in using a language to gain the effective communication. According to the case, the researcher seems look up to the findings of several studies which have been conducted to investigate the impact of using movies in EFL Classroom indicate their powerful role in the teaching and learning process. Furthermore, there are several reasons claimed that movies have a powerful role in the learning language process. First, movies provide authentic language input and a stimulating frame work for classroom discussion. Second, they also provide a realistic view of the language and culture providing insights into the reality of life of native English speakers. Lastly, studies have also reported some advantages to the integration of movies into foreign language classes. For instance, movies can capture the students' attention towards the target language.

• Second Journal

Just like the first journal, for the second journal, the problem also raised from the weakness of students' speaking ability. Moreover, the researcher believe that it because there are a bitter case between the objective and the current situation in the speaking class. Students always face a plenty of problems in mastering the speaking skill. Based on the researcher's experience in classroom activities, he found some problem faced by the students. First, the students speaking ability is still low, unsatisfying, and far from the expectations. The students don't pay much attention to the class. Generally, students in this class have low learning motivation and interest. They feel shy, nervous, and lack of confidence when answer questions from their teacher or when have a presentation. Second, they cannot fluently express their ideas by using appropriate vocabulary and correct grammatical forms; the students only can speak the first two or three sentences,  and then totally get stuck and speak their mother tongue (Javanese) and second language (Indonesian) make a clear distinguish during the presentation; moreover, they often feel hesitate to pronounce the words, and most of them mispronounce the words. The situation of the class described above becomes a problem that should be solved by the teacher for they are involved directly in the teaching-learning process and they are fundamental factors controlling the students’ success in learning. The teacher is required to make a good learning environment that can encourage and motivate the students to study and make them comfortable, interested, and motivated in learning English.

* The similarities : The main problem of these two journals raised by the weakness of the students in learning and improving their ability in speaking English. It is estimated because of the deficiency of an effective method the teacher often used in the classroom.

* The differences : From the  first journal the researcher look up to the findings of several studies which have been conducted to investigate the impact of using movies in EFL Classroom indicate their powerful role in the teaching and learning process. Meanwhile, the researcher from the second journal emphasize the use of YouTube-based video according to his experience, he found himself so easy and comfortable while learning English towards the YouTube-based video.

3. The Methodology

•  First Journal

From the first journal, the researcher used a mixed-method approach in order to answer the research questions to approach the study. This method is a procedure for collecting, analyzing and mixing both quantitative and qualitative methods in a single study or a series of studies to understand a research problem. The participants in the study were 50 Saudi female intermediate level students studying English in the English language Institute (ELI) at the King Abdul Aziz University. The participants aged between 18 and 21 years old. Two female EFL teachers participated in the study. Two classrooms in the ELI were utilised for the purpose of the study with 25 students in each class. The study employed a 5-point Likert Scale questionnaire to find out to what extent the students believed watching movies could help them improve their language skills. The researcher also conducted semi-structured interviews (as the way for collecting qualitative data) with a set of open-ended questions that examined both the students’ and the teachers’ perceptions towards the integration of movies in their classrooms to improve students’ language skills. In addition, teachers were required to write reflective journals about this experience and think critically of their classes when they used movies as a method of teaching (this also as the way for collecting qualitative data).

•   Second Journal

From the second journal,  study was conducted in one of junior high schools in Surakarta. The subjects of this study were the students of IX. This class consist of 28 students. To collect the data, the researcher used some instruments such as observation checklist, field notes, performance tests, questionnaire, and interview. First, observation checklist was used to obtain the data about students' acutivities in teaching speaking by using YouTube-based videos in the classroom. The observation checklist is focused on how the students involved in the pre-task based phase, the task cycle, and language focus phase. Second, field notes were used to jot down any data that were not covered in the observation checklist. Thus, the field notes might utilize to identify some aspects reflected in teaching and learning process, such as appropriate teaching instruction, things to be improved, and students' interaction with the peers that are beyond the coverage of the observation checklist. Third, speaking test was in the form of the result of the speaking  test which was used for describing the students' speaking ability; the students' mean score, and the individual score after implementing the strategy. This test was administered at the end of the cycle. The test was in form of performance test, in which the students were asked to perform the conversation in pair. The students, in pair, chose the topic by themselves. To confirm the validity of the data, therefore, the triangulation method is used. At the end of the cycle, the questionnaire is administered to the students. This is to confirm the data of the students’ performance test and their feeling. In addition, some students also are selected to be interviewed. In this case, the researcher only chooses three students to  be interviewed.

* The similiarity : Both of the journals used the mix-methode which provided both a questionnaire and interview for collecting the data needed. They also involved the teachers to know their perceprtion towards the use of the tools in the classroom.

* The differences : The participants in the first study were 50 Saudi female intermediate level students in aged between 18 and 21 years old. Whereas, the participantas in the second study were the students of IX class of junior high school which consist 28 students.

Moreover, the first study employed a 5-point Likert Scale questionnaire to find out to what extent the students believed watching movies could help them improve their language skills. Meanwhile, in the second study, the rame researcher used some instruments such as observation checklist, field notes, and performance tests. The observation checklist was used to obtain the data about students' acutivities in teaching speaking by using YouTube-based videos in the classroom. The observation checklist is focused on how the students involved in the pre-task based phase, the task cycle, and language focus phase.

Findings and Implications

• Findings

Beside of those comparisons which concerning the goals, background and the methodology used. The similarites between these two journal are complex and equal, especially in the findings and their implications. The use of movies and YouTube-based videos in teaching speaking was designed to make the students motivated and not bored in the class while studying English. The activities allow students work in groups in doing the tasks also supported point which makes students active and eager to study in class. In addition, the use of movies and YouTube-base videos also help the student learn about speaking in terms of the way of fluency, vocabulary, pronunciation, grammar, and content of what to speak. After getting information from the video Further, discussing with their group lets each student have an opportunity to give and share information orally to the group’s members. At this time intensive and extensive speaking performances unconsciously are done by the students. The success of the teaching of speaking is determined by some factors, one of which is the types of media used by the teacher in the class. The use of YouTube videos could be an alternative since it provides materials for speaking class freely and easily. The various topics and frequencies of speaking using supporting media such as YouTube can help the students to improve their speaking achievement. The involvement of the students in the speaking class was clearly shown from their active participation during the teaching and learning the process.

• Implications

Based on the research findings conducted in both study, it could be concluded that the implementation of movies YouTube-based videos in teaching speaking can improve the students’ speaking skills and motivation. This improvement is proven by the students’ speaking achievement and the score gained. The score of the speaking test has fulfilled the criteria of success. In addition, the students actively involved in learning activities and had high motivation toward the use of both movies and YouTube-based videos in the speaking class. The nature of the video, which provides picture and audio at the same time, is able to help the students train their pronunciation, enrich their vocabulary, and make them easier to find an idea in producing sentences while speaking. The students can get information faster and feel more confident in dealing with the lesson as they not only depend on their speaking skills but also on their comprehension. In addition, watching movies and videos also  unconsciously help the students learn grammar in an automatic way. The students got the input so well from the speakers, who are mostly native English, in YouTube-based videos. The more students watch the video also help them to easily practice their own speaking, thus it helps the student improve their fluency in speaking.