IMPROVING ENGLISH SPEAKING COMPREHENTION SKILLS THROUGHT

SELF-OBSERVATION BY AUDIO-VISUAL

Zuraida Fitri
[email protected]

IAIN PONTIANAK

Abstract

This research aims to explore the effectiveness of using videos as a tool to improve speaking
skills in English through the self-observation method. In this study, participants recorded
themselves speaking English, then observed the recording to identify errors and areas for
improvement. This self-observation process involves critical analysis of aspects such as
pronunciation, intonation, grammar, and speaking fluency. The research results show that this
method can increase participants' self-awareness of their weaknesses and provide opportunities
for continuous improvement. Participants reported significant improvements in their
confidence and speaking ability after several self-observation sessions. This research suggests
that self-observation via video can be an effective and practical method in learning English that
focuses on speaking skills.

Keyword: Self-observation, videos, English speaking skills, pronunciation, intonation,

language learning, self-improvement

Self – Observation Methods

Self-observation methods are techniques used by learners to monitor and assess their
own performance. In the context of improving English speaking ability through self-
observation via video. Learners record themselves speaking English. This can be during a
practice session, a conversation, or a presentation. After recording, learners watch the video to
observe their speaking performance. They pay attention to various aspects such as
pronunciation, fluency, grammar, vocabulary usage, and body language, while watching the
video descriptive , learners identify specific areas where they can improve. This might include
noticing mispronunciations, grammar mistakes, or awkward, learners take notes on what they
observe. This helps in keeping track of recurring issues and patterns that need to be addressed.
Based on their observations, learners set specific, measurable goals for improvement. For
example, they might aim to reduce filler words, speak more clearly, or use more varied
vocabulary about descriptive text. Learners practice the areas they identified for improvement.
This could involve doing specific exercises, getting feedback from others, or using resources
like language learning apps. After practicing, learners record themselves again to see if they
have made progress in the areas they targeted. They repeat the process of reviewing and
identifying new areas for improvem, learners reflect on their progress over time. They might
also seek feedback from teachers, peers, or native speakers to get an external perspective on
their speaking ability. By using these self-observation methods, learners can become more
aware of their strengths and weaknesses in speaking English and take proactive steps to
improve their skills.

The Nature of the Lesson

1. Introduction to Self-Observation

● Objective Explanation: Explain the purpose and benefits of self-observation in

language learning.
● Technique Overview: Introduce the concept of recording and reviewing videos as a
self-observation method.

2. Initial Recording

● Activity Setup: Set up a speaking activity such as a short presentation, storytelling, or

a conversation on a given topic.
● Recording: Have students record their performance using a smartphone, tablet, or
camera.

3. First Viewing and Self-Assessment

● Guided Viewing: Provide students with a checklist or criteria for assessing their
speaking (e.g., pronunciation, fluency, grammar, vocabulary, body language).
● Self-Assessment: Students watch their recordings and take notes on their
performance, identifying strengths and areas for improvement.

4. Feedback and Goal Setting

● Peer Feedback: Organize sessions where students share their videos with peers for
additional feedback.
● Instructor Feedback: Provide constructive feedback based on the recordings.
● Goal Setting: Help students set specific, achievable goals for their next speaking task.

5. Focused Practice

● Targeted Exercises: Based on the feedback and goals, engage students in exercises
that address their specific needs (e.g., pronunciation drills, vocabulary building
activities, fluency practice).
● Speaking Activities: Conduct various speaking activities that allow students to
practice their targeted areas.

6. Second Recording

● New Recording Session: Have students perform another speaking task and record it,
focusing on the areas they aimed to improve.
● Review and Comparison: Students review their new recordings and compare them to
their initial recordings, noting improvements and remaining challenges.

7. Reflection and Continued Practice

● Self-Reflection: Encourage students to reflect on their learning process, what worked

well, and what still needs improvement.
● Action Plan: Help students create a plan for continued practice and self-observation
outside of the classroom.
8. Repeat the Cycle

Ongoing Process: Emphasize that self-observation is a continuous process and encourage

students to regularly record, review, and practice their speaking skills.

Participant
Students learning English as a second or foreign language usually participate in studies or
sessions that aim to improve English speaking abilities through self-observation via video. The
individuals involved in the study or lesson may differ depending on its particular situation, but
typically, they consist of: Individuals registered for courses in English at different proficiency
levels (beginner, intermediate, advanced). These could be adult learners, college students, or
high school kids. Students studying English as a Foreign Language (EFL) or as a Second
Language (ESL): Students studying English as a Second Language (EFL). These students may
be studying in nations where English is not the most common language.
Educational Institusi Participants may come from online learning environments, universities,
colleges, or language schools, among other kinds of educational establishments.

Teaching Material
Describing people
Describing people typically contains information about their physical features, personality
traits, their current condition or facts; such as age, hobby, and regular activities; or what they
usually do.

A Lesson Plan for an Intensive Reading Class

Date : Juny 03, 2024

Time : 45 Minutes
Class : VII
Level of Proficiency : Intermediate
Subject : English Languange
Languange Focus : Intensive speaking comphrehension
Genre : A Short story
Text Type : Descriptive text
Topic : Description of yourself
Goal : Students can submit Relevant Personal Information: Provide a brief
description of who you are, your educational background, work
experience, and skills speaking
Prerequisites : Understand the basic structure of descriptive text, namely introduction
and description. Introduction usually introduces the subject, while
description provides details about the subject
Sources :To improve your descriptive speaking skills, it's important to understand
the essential components and techniques involved in creating vivid and
engaging descriptions
Material :Teaching materials_Student Worksheet (LKPD)_Reflection
sheet_Assignment grid_Implementation observation sheet and group
discussion results on LKPD
Procedures
Pre-speaking:.
1. Preparing students
2. Open with greetings and pray to start the lesson
3. Checking student attendance
4. Linking the material and learning activities that will be carried out with students'
experiences, namely knowledge of descriptive texts.
5. Ask a trigger question
a. Have you ever met someone but didn't know their name?
b. How do you describe someone to others without saying their name?
c. What's the easiest thing to remember about someone when you forget their
name?
6. Explain the benefits of studying descriptive text material.
While-speaking:
1. Orienting students to the problem
a.The teacher shows a picture of someone
b.Students observe the picture
c.The teacher asks several questions related to the picture to the students
d.Students answer the teacher's questions regarding the images presented
2. Organizing student work
a. The teacher divides students into 6 groups. One group contains 6 people. Teachers
divide groups heterogeneously by looking at the abilities and talents of students
consisting of audio, visual and kinesthetic students
b. Students gather in their respective groups
c. The teacher distributes student worksheets
d. Students identify vocabulary related to the characteristics of characters in the
descriptive text provided.
3. Carrying out investigations or searches to answer problems
a. The teacher asks students to understand the descriptive written text provided.
b.The teacher asks students to identify vocabulary related to a person's characteristics
in the descriptive text provided in the table provided.
c. Students discuss with each other in groups to identify and list vocabulary along
with the meaning in the table provided.
d. After students identify and list vocabulary related to a person's characteristics in a
table, the teacher asks students to determine the picture of the character that matches
the written description text provided.
e.The teacher monitors and provides reinforcement for group discussion activities
carried out by students.( Pinter, E. B., East, A., & Thrush, N. (2015)
Post-speaking:
1. The teacher together with the students concludes a list of vocabulary that appears in the
learning activities
2. The teacher and students reflect on today's learning activities
3. The teacher provides follow-up to the reflection on today's activities
4. The teacher conveys the material that will be studied at the next meeting
DISCUSSION

Richards (2007: 12), observation is entering the classroom to observe several aspects
of teaching. There are two categories of observations. They are as follows:
1. Observation of teacher classes in collaboration with students or educators.
2. Observation of peers. A teacher led him while supervising his colleague's class.
We as educators can investigate it by describing, dissecting, and considering what we have
taught. In the cycle process, process observations are carried out (Gebhard, 2014: 18). They
are listed below:
1. Collect descriptive examples of analytically capable classroom teaching. The
process of documenting class activities produces samples. Next, we made
transcriptions of the recorded samples.
2. Thinking about how the lesson is the same.

The pre-observation task requires the instructor to notify students that they will be
recorded on the video, emphasizing that the purpose is to assess the instructor's performance,
and not their classroom performance. One day before the lesson recording, detailed lesson
During the ninety minutes of observing the lesson, administrative staff placed a camera at the
back of the classroom ensuring the entire class is captured leaving the instructor to begin
recording. (Mattos, A. (2013)

Post-observation tasks include self-observation of lessons by the instructor regarding

descriptive of yourself followed by completion of a self-reflection assignment. While watching
their lesson, the instructor analyze their performance and self-evaluate their lessons under the
headings included lessons procedures, function presentation and function practice, monitoring
and feedback, students interactions, teachers, and overall comments (Gebhard, 2014: 18). After
this self-observation, it is written in detail feedback is provided by the PM for each of the above
mentioned categories and feedback meetings scheduled (with a PM or Fellow, depending on
the instructor's experience in the program). To conclude the self-observation process,
instructors are tasked with identifying three specific items areas of teaching that they feel could
be improved, and sometimes, related follow-up tasks that could be improved assigned to handle
these areas

Taxonomies of Comprehension Questions in the Speaking Stages

1. Remembering
Question : What is the definition of descriptive text ?
Mention the three main characteristics of descriptive text ?
2. Understanding
Question : Explain the purpose of descriptive text ?
How do you compose a good descriptive paragraph?
3. Applying
Question : Make a short description of your pet ?
Use adjectives to describe the atmosphere in your school garden ?
4. Analyzing
 Question : Compare two descriptive texts that describe tourist attractions !What are the
similarities and differences ?
Analyze the paragraph structure in this descriptive text. Does it match the!
characteristics of the descriptive text you studied?
5. Evaluating
Question: Give an assessment of the description made by your friend. Have you
described the object clearly?
6. Creating
Question: Write a descriptive text about a place you have visited and tell it to your
classmates.
Design an oral presentation in which you describe your favorite object in
detail.
These questions are designed to help students develop their speaking skills
in English through understanding and using descriptive text

CONCLUSION

In conclusion, self-observation via video proved to be an effective method in improving

English speaking skills, increasing self-awareness, and providing an avenue for continuous
improvement in teaching practices.
The research results show that this method can increase participants' self-awareness of their
weaknesses and provide opportunities for continuous improvement. Participants reported
significant improvements in their confidence and speaking ability after several self-observation
sessions. This research suggests that self-observation via video can be an effective and practical
method in English language learning that focuses on speaking skills
REFERENCE

Firdaus, F., & Amaniarsih, D. S. (2018). Improving the tenth grade students’ English
speaking ability through storytelling. English Review: Journal of English Education, 7(1),
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Gebhard, Jerry G. 2014. Teaching English as a Foreign or Second Language: A Self –

Development and Methodology Guide. Michigan: The University of Michigan Press

Mattos, A. (2013). Through the looking glass: Self-observation awareness and change in
teacher education. Contemporary English Teaching and Learning in Non-English Speaking
Countries. 2(2), 1-26.

Mercado, L.A. and Baecher, L. (2014). Video-Based Self-Observation as a component of

developmental teacher education. Global Education Review. 1(3), 63-77.

Pinter, E. B., East, A., & Thrush, N. (2015). Effects of a video-feedback intervention on
teachers’ use of praise. Education and Treatment of Children, 38(4), 451– 472.
https://doi.org/10.1353/etc.2015.0028