



































Sebuah Kajian Pustaka:


English Language Teaching Educational Journal (ELTEJ) 
Vol. 3, No. 1, 2020, pp. 64-74 
E-ISSN: 2621-6485  

  

The Benefits of Integrating Video Making in a Speaking Class 

 
 

Edi Dwi Riyanto  
Universitas Airlangga, Indonesia 

edi-d-r@fib.unair.ac.id 

 

Abstract 
Integrated teaching has been advocated and implemented for decades. Lately it has been accelerated by 

the development of video making. This study aims to investigate the benefits of integrating video making 

in a speaking class of the 29 first semester students of a public university in Surabaya, East Java Province, 

Indonesia. It employed action research which was done to improve the quality of the teaching and 

learning process of the class. The data were collected through direct observation in the classroom, video 

reviews, and survey. The findings showed that the integration of video making in a speaking class gave 

benefits to students in the form of four components i.e. social, language and literary, psychological, and 

technical. The class has been successful in integrating the video making in a speaking class which means 

that the integration may be applied again in the same class in the future or for a wider scope with similar 

conditions or settings.  

Keywords: action research, integrated teaching, video making 
 

How to Cite: Riyanto, E.D. (2020). The benefit of integrating video making in a speaking class. English 

Language Teaching Educational Journal, 3(1), 64-74. 

  

 

INTRODUCTION   
It is quite common when people say that they can understand written and spoken 

language but not able to speak it  (Tatham and Morton, 2006). However, in educational 

context, this partial competence is not acceptable. A student is supposed to master the four 

skills: listening, reading, writing, and speaking. Unlike the other three which are usually 

done individually, most speaking is done with the presence of others. It is a two way 

process in which people communicate opinion, information, or emotions (Florez, 1999; 

Howarth, 2001).  

In the process of communication people are making and sharing meaning with 

others (Chaney, 1998). To share meaning, people need to master the four language skills. 

Lacking language skills as in mastering grammar, fluency and pronunciation may prevent 

good communication as seen in the performance of the students in Hong Kong (Evans & 

Green, 2007).   

However, speaking requires the presence of others in the process of meaning 

making whether it be in the stage of producing, receiving, or processing of the information 

(Brown, 1994; Burns and Joyce, 1997). Language skills only are not enough. Speaking is a 

social activity, too. It involves social interaction. During a speaking moment, someone 

needs to listen, respond, and share information produced by others. Time and context are 

shared. 

With its specific and complicated characteristics, speaking can be very burdensome 

for some people. In a master‟s thesis about Japanese English learners it‟s reported how a 

mistake in speaking might bring a punishment. This brings negative atmosphere to the 

social dimension of speaking, which can become a serious threat to speaking performance 

in the forms of inhibitions and apprehensions (Littlewood, 1981). Students think more of 

the punishment rather than trying to perform. The thought of beign afraid to be punished 

will inhibit students‟ performance. They will also have the feeling of being ashamed to be 

punished in front of the class.  

mailto:edi-d-r@fib.unair.ac.idartinisri69@gmail.com
mailto:edi-d-r@fib.unair.ac.idartinisri69@gmail.com


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Another vital factor which often creates problem for speaking is the timing. Unlike 

writing, in most cases speaking is an action to be done at once and cannot be repeated, 

edited, or deleted, to which a speaking class is designed. Another issue related to timing is 

allocation of speaking practice especially for the class with large number of students (Leong 

& Ahmadi, 2017), since too little time for adequate time distribution for each student. Those 

authors concern that “some learners dominate the whole class while others talk very little or 

never speak”.  

The latest development of technology of both in the hardware and software of 

digital video production has provided opportunity to produce video in a much more 

affordable way. More than two decades ago, Automatic Speech Recogniction (ASR) had 

been introduced to improve speaking leaning process (Egan, 1999). Bringing technology in 

speaking class can be a way to solve three problems namely social, psychological, and 

chronological aspects/components as explained above.  

This article is a report of the implementation of the integration of the video making 

into the speaking class for semester one at a university level by focusing on its benefits as 

seen during observation and as perceived by students. This speaking class for semester one 

was designed to tackle those three problems by integrating video making as key activities. 

Two reasons for this are: 

1. Those students had different backgrounds in terms of educational, social, and 

cultural backgrounds. Fifteen students were from urban high school of big cities 

of Surabaya. Others were from rural contexts. Furthermore, there was -one 

student who was from pesantren or Islamic boarding school. They also have 

different level of English even though have been enrolled in English Literary 

Department. 

2. There were 29 students learning speaking in the same class sharing a moment of 

100 minutes of each class sessions.  That means less than 4 minutes 

opportunities for each student to talk. If the duration is deduced by instruction 

and explanation the length of time for students to speak was just about 2 

minutes approximately, meaning timing becomes an issue in managing class in 

a conventional strategy. 

 

Integrated teaching 

As described above, several skills are needed for speaking (Arta, 2018). Some 

scholars have long believed in that teaching speaking should not be separated from teaching 

other skills. An objection of the separation of the four skills of language competence has 

been raised (Oxford, 2001). The main reason of the objection is that the separation 

contradicts with the use of language skills in normal communication. The other reason is 

because it is seen as in the wrong direction against the language teaching progression lately. 

For Oxford language skills cannot be seen as a technical problem or a possession 

only which can be separated and segregated rigidly. To be operational those skills need 

supportive skills such as vocabulary and syntax which are overlapping each other. For 

Oxford such a view is called integrated-skill approach. It is also proposed that since the 

skills are seen as overlapping, the skills are interwoven with each other during instruction”. 

This constitutes the integrated-skill approach. 

Separating language skills into two domains of receptive (listening and reading) and 

productive (speaking and writing) are also quite common. However both domains are seen 

as supporting each other (Harmer, 2007). For Harmer, it „makes sense to integrate different 

skills‟ to students in order to „provide maximum learning opportunities‟. Thus, the focus is 

on giving students the experience of learning language, not the skill in which the four skills 

of listening, reading, speaking, and writing “should be treated as integrated, interdependent, 



 

 

 

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inseparable elements of language” (Ya-Chen, 2007). Integrating speaking, listening, and 

pronunciation has been reported as indispensable (Murphy, 1991).  

For that reason the integrated and dynamic multi skill instructional models are more 

valued (Hinkel, 2006). It focuses more on the learner‟s communicative competence. In a 

real communication context, people deploy multiple skills. Thus in a classroom, students 

should learn the skill not in isolation but simultaneously in order to minimize the gap 

between learning process and actual language practice.  

Further Oxford (2001) proposes two forms the approach namely content-based 

instruction and task-based instruction. The content-based instruction requires students to 

learn and practice all skills based on certain content such as history and mathematics. The 

nature of the content is suited with the proficiency level (ibid). Task-based model involves 

students in a certain task such as creating a wall magazine and enact a scene of a drama. 

The distinction of the two models is beneficial to see the nature of integrated teaching. 

However, Oxford encourages a combination of the two. In line with the encouragement of 

Oxford, this article is a report of a speaking class which combines the content and task for 

new students of a university. The contents are about the students themselves (experience, 

aspiration, and siblings), old-new social life (high-school vs university), and literary 

(characterization). The task is making the video out of those themes. This article is a report 

whether such combination brings benefits to students. 

 

Previous related studies  

The integration of video into language teaching and learning has been done for 

decades. This involves not only those four language skills but also non-language skills such 

as psychological and social. A recorded process of teaching and learning in a video provides 

an opportunity of limitless repeated viewing for many different kinds of purpose. 

Furthermore, even in the middle of playing, a frame of visual display can be slowed down 

or even frozen to allow much deeper look and investigation. Thus a recorded activity allows 

an opportunity for a specific kind of research in which self-viewing as well as other-

viewing provide ways for self and group reflection (Tochon, 2001). Before the turn of the 

century one of the most widely used of video has been the micro teaching by which 

feedback to improve the teacher or future teacher may be improved (ibid). Using video 

students, teacher, instructor, and everybody else can see and observe the performance in the 

video.  

Video is “both a witness and analytical tool” (Tochon, 2001). They are the witness 

of students‟ performances. At the same time, video can be used as data collecting tools 

consisting of visual as well as verbal codes to be analyzed for certain purpose of certain 

research. Talking about the process of making videos, it has been proven to involve many 

different skills such as language, psychological and social. The projects of video making 

improve the students‟ motivation, activity, interaction, and cooperation in the classroom 

(Jany, 2015) .  

Students‟ motivation is a very important psychological factor for the success of 

learning. Approaches to teaching that focus on the development of motivation is growing 

more important (Shakirova et al, 2016). Thus, motivation and English Language pedagogy 

are vital areas so that both need to be investigated carefully. If students are motivated to 

learn, they will learn more (James, 2012). When they learn more, they are more likely to 

improve their knowledge and skills.  



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One of the forms of skills is known as social skills. Social skills constitutes 

students‟ capability to behave appropriately in a certain context while performing social 

task (Nowicki, 2003) such as managing team work, being tolerance, showing cooperation. 

Thus, interaction and cooperation are categorized as parts of social skills. In relation to 

video making process, it can be said that a video project promotes the students‟ social skills. 

Furthermore, it was perceived by the learners as providing motivation and giving a 

successful learning experience (Watts, 1989).  

A video making is highly likely to involve a process of writing whether it be the 

story line or speech draft before the recording process takes place. During the course of 

draft writing which involved editing and rewriting, students increase their ability and 

awareness toward their own speaking skills. Usually in a writing class, student would 

submit their writing to their teacher. In the case of video making, students need to read their 

own writing for the purpose of video making. This process gave ample opportunities for 

students to evaluate and contemplate on their performances (Castañeda & Rodríguez-

gonzález, 2017).  

 

RESEARCH METHOD  

This paper is a report of an action research done in a speaking class of semester one 

class in a university with 29 students in it. It was designed to have 14 class room sessions, 

one mid-term examination and one final examination so that there were 16 sessions in total. 

The research was conducted in one semester to see how the incorporation of video making 

activities improve the speaking class. This video making was chosen especially to solve the 

problem of limited allocated time for each of the students to speak during the classroom 

sessions.  

Action research involves the process of studying a real classroom situation to 

understand and improve the quality of actions or instruction  (Johnson, 2012). The research 

was conducted to study a real class situation with the aim to improve the teaching and 

learning process in that particular class. It is part of the teacher- researcher‟s endeavor to 

understand more about his own class and at the same time involve himself in „a process of 

improvement and reform (Hopkins, 2008). Following Hopkins, the process of this research 

was divided into four sequences: plan, act, observe, and reflect. However, in line with 

Hopkins‟s suggestion, the implementation of the process was not a linear progression. It 

was more like a spiral in a continuous cycle. 

Throughout the semester students were asked to create 6 videos, 2 individual and 4 

group videos as follows: 

 

Table 1. Videos Made by the Students  

No Topic  Duration  Indiv/group 

1 Siblings 6-12 mnts Group 

2 Past experiences 6-12 mnts Group 

3 Future plans 6-12 mnts Group 

4 Comparing high school vs university life 6-12 mnts Group 

5 Teaching one basic skill: Greeting, inviting 

people, agreeing disagreeing, giving 

compliment, apologizing-expressing anger 

6-12 mnts Individual, helped by 

4 others as the 

“students” 

6 Famous fictional characters 3 – 7 mnts Individual 

 

The choosing of the topic was in line with the progression from talking about 

someone they knew very well into making a plan. Meanwhile the topic number six was to 



 

 

 

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reinforce the basic skill they already acquired so that the videos were not about how they 

applied those skills but they shared their knowledge by teaching the skill.  

 

Plan 

In the planning stage, students were made aware of the video making activities as 

the main projects for the whole semester. Thus, from the first meeting the students were 

informed that the speaking class would be conducted using integrated approach, meaning 

that the students would need to listen, read, write, and speak with the ultimate activity was 

producing three video projects both individually and in groups. Students were informed that 

classroom sessions were very limited in providing adequate opportunity for them to speak. 

The alternative was that they speak outside the classroom by making videos. Groups were 

created and managed anticipate the coming assignments. 

Details of the planning for the video making were given to students based on the 

assessment of the class progress. For example, topic number 1 (sibling), the lecturer 

assessed whether students had known each other adequately in order to work as a group 

comfortably and whether the students had acquired adequate knowledge and skills to 

discuss about siblings. The same assessment was done for the planning of the other five 

topics.  

Throughout the semester, the implementation of the plan was divided into three 

acts, each followed by observation and reflection. In turn the reflection became the 

consideration in moving forward to the next act. In this fashion, there were small cycles of 

plan, act, observe, reflect.  

 

Acts 

The three acts consisted of preparation, action, and revision. The preparation 

covered creating psychological comfort, social bonding, and performing language skills 

such as describing people, objects, places, feelings and time. Lighthearted games were 

played to elevate the psychological and social atmosphere. Group discussions were 

conducted to assess the base line of students‟ language skills. Talking about people was 

among the first topics of speaking to improve both their language skills and social skills.  

This social skill would be developed later. To improve other language skills students were 

asked to listen, read, and write as much information as possible regarding certain topics 

such as siblings, past memories, and future planning.  

 The outputs from this sequence were group videos and their scripts about siblings, 

places, and past memories (topic 1,2,3). Special videos were made comparing the life of 

high school and university (topic 4). A big concentration was given to two topics comparing 

high school versus university life and making a future plan. Those two topics wrapped other 

language skills, i.e. listening, reading, and writing. The outputs were some videos and their 

scripts. 

 The second act dealt with basic conversational skills such as greeting, addressing, 

agreeing disagreeing, inviting friends, and giving direction. However, since respondents 

were English Department students, they were assumed to have adequate background 

knowledge about these skills. Thus, students were not asked to perform these basic skills in 

the class room; they were asked to conduct a micro teaching instead. This was to elevate the 

level of competencies in acquiring the basic skills, that was not only acquiring but also 

transferring the skills. Students were asked to do a sort of „micro teaching‟ and record the 

activity in a video of 4 – 7 minutes.  



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The third act goes back to the topic of people with some deepening. Students were 

asked to read theories on characterization, read a novel closely, quote characterizations in 

the novel, and paraphrase the characterization to be performed in videos. The outputs were 

scripts and videos. These were to familiarize students with English literature and ways to 

analyze a character.  

 

Observe 

In line with those three acts above, three sequences of data collection were 

conducted consisting of direct classroom observation, video reviews, and survey. Direct 

observation during classroom sessions were done especially for the first act above to 

establish some preliminary assessment related to the progress of the class mentioned above. 

This progress assessment as the result of observation would become the basis for giving the 

further and more detail instruction of video making. 

In this second sequence videos were reviewed and treated as „witness and analytical 

tool (Tochon, 2001). The video reviews were taken from the performances of the first and 

second attempts of video making. Those videos were viewed outside the classroom by the 

teacher and then feedbacks were given to students to improve the next attempts of video 

making with special attention given to the process of the making. It is during these two 

sequences that the contemplation was done and the plan for improvement for the last act 

was made. 

The third sequence was done at the end of the semester in which students‟ 

perceptions were surveyed. The questionnaire was to find the perceptions of the students 

toward the benefits of the integration of the video making into the speaking class. The 

students were asked to check the columns on the questionnaire and check highly disagree, 

disagree, can‟t say, agree, and highly agree. The questions are intended to find whether 

students consider the integration as beneficial for them or not.  

 

Reflect 

Reflect was the report as the manifestation of the reflection of the action research. 

Data gathered from direct classroom observation, video analysis, and survey were used to 

make the contemplation.  

Since it was a cyclical process, the result of the first reflection would become the 

basis for the second cycle planning. The same was also true for the data gathered from 

videos. Those videos submitted before the end of the semester were used as mirrors of 

reflection. Each time data was gathered and analyzed, and some adaptations of the previous 

plan was made. For example, the timing of giving the video making assignment depended 

on the readiness of the students. A reflection was needed to make sure that the students 

were ready. Only the contemplation from the data of the survey was could not be given 

back to the class since the survey was conducted after the semester ended. 

Thus, those small cycle of reflection were intended to ensure the best preparation 

for the next sessions. A more comprehensive reflection was done mainly using the data 

from the survey with the result below. 

 

 

FINDINGS AND DISCUSSION 

 

The findings and discussion of the data collected from the action research follows the three 

sequences of data collection above. 

 

 



 

 

 

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Direct classroom observation 

The first was class room review which was mainly based on direct observation. The 

29 participants were first year students. They showed eagerness and high spirit to study. 

They looked happy and seemed to feel that they had reached a great achievement of 

becoming a student of a university. However, it was also clearly shown that they had great 

expectation from the university and especially the lecturer. The dream to enter a university 

came true, now they were facing the real university. 

Such a spirit and expectation were seen very clearly, for example in their being on 

time and being seated nicely before the class began. Students also responded toward 

greeting whether it be welcoming and saying goodbye enthusiastically, in unison, and 

loudly, a reminder of high school routines. This high school reminiscence needed to be 

dealt with. An awareness of social transformation from high school time to university life 

was discussed in a special topic and recorded in a video.  

One of the students came and met the lecturer to discuss her transformation process 

of being a high school student in a quite remote area into a university in a big city. In this 

occasion review to the class was discussed. This was to help the student to deal with 

individual psychological issues as well as social and educational ones.  

However, most of the classroom reviews were done in classroom group discussions. 

This was to see how students interacted and built connection among them. After 4 sessions 

the class was ready for the next level which required independent learning and team work. 

The transformation was based on several results of the observation and reviews: 

1. the readiness of the students to be „real‟ university students, leaving the habit of 

being spoon-fed 

2. the competency to work independently to search and digest more knowledge 

3. the capability to work as a team 

Thus, from the first stage of data collection through observation and reviews of classroom 

activities, it was evident that respondents showed a gradual transformation from ex high 

school students into university students in which social, psychological and educational were 

eventually dealt with.  

 

Video reviews 

Time limitation which hinders adequate practice of speaking for these 29 students 

was dealt with activities outside classroom in the form of micro teaching and discussions. 

Students read, wrote, listened, and spoke with ample time. Video reviews helped them 

improve their process of video making.  First and second videos were seen by the lecturer 

and then given the reviews in the classroom. The reviews included sonic and visual 

performances, verbal language, and non-verbal language. Furthermore, reviews of 

teamwork management were also conducted. The students raised the issue of scheduling in 

which they found it hard to find the right time to meet and work together.  

Place and technology for recording were problematic to students. They always 

found the best place to get together, such as in discussions room of the main library, in their 

houses, or even in class rooms. However, when those places became the setting of the video 

shooting, some attention needed to be paid especially their level of noise and light. In the 

aspect of technology, the students of this generation were able to access practical and 

affordable gadget in the forms of smart mobile phones. Almost all students are able to 

record and edit videos. Yet, some students used entry level of camera.  



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First and second videos were evidence of the competence and capability of the 

students to produce video. This readiness gave way for the next level that is producing 

video with serious content. To do so, students needed to conduct some research such as by 

reading novels and theories of characterization. This would help them wrote a good script. 

 

Survey 

The result of the survey is illustrated in the figure 1. 

 

 

 
Figure 1. Result of the Survey Showing Benefits from Video Making Process 

 

There were four main categories of benefits; language and literary, social, personal, 

and technical.  
1. Social skills, included group management (100), understanding about friends (100), 

tolerance (100), team work (97) 

2. language and literary skills, included gaining general knowledge (100), new 

vocabularies (100), knowledge about literature (79) 

3. psychological skills, included reflect on strength and weakness (97) 

4. technical skills, included video skill (86), edit for best performance (86) 

From the Figure 1, it can be seen that all students agreed that video making process 

helped them improve their social, language and literary skills. In social skills, students 

learned how to manage their group and how to work with their friends.  Included in group 

management skills were planning, distributing jobs, scheduling. Meanwhile students‟ 

understanding about their friends was more than just knowing names but also siblings, 

hobbies, future plans, and many others which in turn generated more tolerance. This wass 

because students talked to their friends about those topics. 

Language and literary skills covered general knowledge, literary knowledge and 

new vocabularies. Reading novels, marking the characterization lines, and reading about 

characterization theories have brought more knowledge of literature. Later, the acquired 

knowledge was synthesized in the students‟ own video performance reviewing famous 

characters.  

Only one student expressed the disagreement toward the perception that video 

making process helped improve student‟s psychological skill. The other 28 students agreed. 



 

 

 

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This psychological skill was acquired through reflection on their strength and weaknesses 

as seen in their respective videos. This was made possible because those videos were made 

to be seen repetitively, unlike a real speaking occasion which happen only once. 

The psychological and social skills are in line with those proposed by Jany (2015) 

who included motivation, interaction, and cooperation. The benefits regarding language 

skill were also reported by Castaneda & Rodriguez-Gonzales (2017).  Additional benefits 

found in this research were technical skill in making video and knowledge about literature 

as the content of the video.  

   

CONCLUSION 

The integration of video making into a speaking class has shown significant benefits 

to the students. From the survey students believed that the video making helped them 

improve their language and literary, social, psychological and technical skills. Their 

knowledge was also improved. As for the current issue, it appears that the incorporation of 

media whether it be video or audio to learning process has dramatically risen its importance 

due to the Covid-19 pandemic. The closures of classes have given ways for innovations and 

improvements in videos as alternative to ensure to continuation of learning.  

 

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