ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE 499 THE IMPLEMENTATION OF LOW-COST EDUCATIONAL VIDEOS TO IMPROVE STUDENTS’ PERFORMANCE IN TOEIC PREPARATION TEST Atiqah Nurul Asri Information Technology Department, Politeknik Negeri Malang, Malang, Indonesia E-mail: atiqah.nurul@polinema.ac.id Faiz Ushbah Mubarok Information Technology Department, Politeknik Negeri Malang, Malang, Indonesia E-mail: faizum@polinema.ac.id Aly Imron Electrical Engineering Department, Politeknik Negeri Malang, Malang, Indonesia E-mail: aly.imron@polinema.ac.id APA Citation: Asri, A. N., Mubarok, F. U., & Imron, A. (2022). The implementation of low-cost educational videos to improve students’ performance in TOEIC preparation test. English Review: Journal of English Education, 10(2), 499-508. https://doi.org/10.25134/erjee.v10i2.6250 Received: 02-02-2022 Accepted: 28-04-2022 Published: 30-06-2022 INTRODUCTION Since COVID-19 strikes in the first quarter of 2020, the education system has been forcibly shifted to online. Over 180 countries got the impact of the pandemic, it affects around 88% of total students all over the globe (UNESCO, 2022) Students and teachers are also challenged in the use of technology since all teaching and learning activities should be conducted online. Most of them are not prepared to sign up for it. The application of technology in education has rapidly grown. Due to the pandemic, face-to-face interaction is reduced, and faculties must find a suitable solution. Bozkurt and Sharma (2020) stated this condition as an emergency remote teaching, a circumstance when teachers have no other options but to do education using a sudden emergency condition. This circumstance is also considered as an interim solution during the crisis (Golden, 2020). In an emergency, teachers are forced to adapt and adjust the method and techniques in teaching the students. Lynch (2020) proposed seven main points to take into action during teaching and learning in an education crisis, namely 1) knowing the students, 2) setting expectations for teachers and students, 3) audio conferencing, 4) educational television, 5) joining lessons on digital skills and literacy, 6) web-conferencing, and 7) asynchronous video learning. Specifically, on web-conferencing and asynchronous video learning, there are some of the eligible methods that can be applied for online learning in a crisis. Emergency online learning has speedily developed since the pandemic all over the world. Abstract: This paper was aimed to improve Information Technology students’ performance in the TOEIC International test by using low-cost videos. The test was held by the State Polytechnic of Malang together with the International Test Center (ITC) to compete in this 4.0 industrial era. Due to the pandemic condition, the research was conducted online using the Learning Management System (LMS) and the Zoom application. The subjects in the study were a class consisting of 28 final year students of the Informatics Management Study Program. In this research, we applied Class Action Research (CAR) in 2 cycles, the first cycle was six meetings and the second cycle was two meetings. This study was said to be successful if at least 70% of the students got a score above 450 points. Next, TOEIC pre-test and post-test scores were analyzed using the T-test. In addition, this study also analyzed students' perceptions of the learning model. From the results of the T-test analysis from the pre-test, post-test 1, and post-test 2, it can be concluded that this learning model could increase TOEIC scores. Based on the results of the questionnaire and observations, it showed that students responded mostly positive feedback and improved students’ performance in TOEIC scores. Keywords: video; low-cost educational video; TOEIC preparation. Atiqah Nurul Asri, Faiz Ushbah Mubarok, & Aly Imron The implementation of low-cost educational videos to improve students’ performance in TOEIC preparation test 500 Masters, Taylor-Guy, Fraillon, and Chase (2020) reported that the impact of pandemic creates a vulnerable feeling to the children in Australia. Another case can be found in Favale, Soro, Trevisan, Drago, and Mellia (2020) who showed that students face too high internet traffic and suffer online learning gaps due to several network problems. Meanwhile in Indonesia, the Ministry of Education and Culture launched ‘Rumah Belajar’. It is a program that can help students do independent study and is accessible through mobile and computer devices (Abidah, Hidaayatullaah, Simamora, Fehabutar, & Mutakinati, 2020). From several studies above, the usage of remote teaching and the application of ICT must be interdependent and support each other. ICT is one of the major points to consider in online emergency learning. Jatileni and Jatileni (2018) discussed that ICT influences teachers to enhance their teaching and learning process. Students are also able to be more engaged and motivated in accomplishing tasks. The implementation of video usage in learning has been applied in various ways in education. Riyanto and Yunani (2020) found that tutorial video is quite effective as a teaching media to improve students’ speaking skills, especially giving a speech. Furthermore, as the solutions to the pandemic, one of which is conducted by Prayudha (2021) that revealed that video has been proven to effectively help teachers facilitate their students in learning and provide a better understanding of the materials during online learning. Meanwhile, Suhayati and Haryati (2021) investigate the students' perspectives on the use of screen recording video to facilitate them to learn during the pandemic. The results show that the students have quite positive responses on the use of video recording in online learning. In other words, online videos offer flexibility for students to learn at their pace and at a time that is convenient to them (Tukiman Khalid, Onn, Foong, & Amran, 2020). It is supported by the results of the study by Foong, Ismail & Tukiman (2021) which showed that the students make the use of recorded teaching videos provided by the lecturer as digital files which enable them to pause, playback, forward, and repeat. From the study, most of the students are found to prefer short videos, less than 15 minutes, and their lecturer’s voice to computer narration in teaching videos. Furthermore, Metruk (2018) revealed that video using subtitles could improve students’ performance. From the results, it can be concluded that the listening test scores are not significantly different among the three groups. In other words, it shows the use of L1 and L2 subtitles does not affect the students’ listening comprehension skills. On the other hand, watching videos with English subtitles is likely more favorable to improve students’ reading comprehension skills than those with Slovak subtitles. In relation to this study, the researchers also find few previous studies related to teaching TOEIC. First, Nguyen & Gu (2020) investigated the impact of TOEIC Listening and Reading as a University Exit Test in Vietnam. The results of the study show that the older and more experienced the teachers, the less they teach the test, and the more communicative their teaching approach is. Furthermore, the more they perceive that the test assess the tested skills, the more they teach to the test and the more traditional they are. TOEIC, indeed, is quite happening and widely used as standardized English proficiency test in Vietnam. Despite the previous study described, Nguyen, Phan, Huynh (2020) conducted a study on Difficulties in Studying TOEIC Listening Comprehension of Non–English Majored Freshmen. The results show that students often got confused with similar sound words, speed, and duration of the listening test also makes them tired and unable to concentrate. Furthermore, there are studies on TOEIC conducted at Vocational High Schools in Indonesia. First, it was conducted by Zahruni, Fahmi, & Pratolo (2020) which aimed at the readiness and the problems faced by Indonesians Vocational Students in doing TOIEC to help them find better methods in teaching it. Furthermore, the results show that students were not ready for the test and the listening part of the test was found more difficult than the reading part. Another study was conducted by Setiawan, Sunardi, Gunarhadi, & Asrowi (2020). This study was aimed at investigating the vocational high school graduates’ perspectives on the use of technology in language learning such as iPad, PDA, computer tablet, and smartphone to do the test. The results of the study show that the graduates have positive responses to the use of implemented mobile learning to help them prepare for the test. ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE 501 Based on the previous studies, it inspired the researchers to conduct the study about the video usage for teaching TOEIC preparation for IT Department students at State Polytechnic of Malang. This study is done as fast responses to overcome the problems when the running semester, where offline class conducted, had to be shifted to online class because of the sudden outbreak in the middle of 2020. In addition, the State Polytechnic of Malang facilitated the final year students to enroll in an international standardized TOEIC test at the end of their study. To create videos for facilitating the students in learning TOEIC preparation to solve the problems faced during the outbreak without any decent preparation. Thus, the researchers follow the method proposed by Moussiades, Kazanidis, Iliopoulou (2019) on a low-cost educational video. The low cost-educational video as described by Simo, Fernandez, Algaba, Salan, Enache, Albareda- Sambola, Bravo, Suñe, Garcia-Almiñana, Amante, & Rajadel (2010) is a short demonstration stream video which has a very specific goal, has been created in a very short period with few resources. Based on the reasons above, the researchers would like to investigate the application of low-cost video in teaching TOEIC preparation through emergency online learning. In light of the background, the current research aimed to answer two research questions: (1) How is the implementation on the use of Low-Cost Educational Videos in TOEIC Preparation Learning in improving the TOEIC score of final year students of the Information Technology Department? (2) How do students perceive the use of Low-Cost Educational Video in preparation for the TOEIC test? METHOD The procedure of this research is Class Action Research (CAR) which includes four stages, namely the preparation stage, implementation stage, observation stage, and reflection stage. The following figure shows the CAR cycle process. Figure 1. CAR cycle process Preparation stage In this stage, the author works with a collaborator to select one of the classes from the Informatics Management Study Program. The class consists of 28 students. Then, the TOEIC Preparation materials were made into a video based on the Listening and Reading parts. In addition, video-making equipment is also prepared, including lights, a green screen, free software, and a low-budget web camera. The author also prepares criteria for success or criteria of success. Research is said to be successful if 70% of students experience an increase in TOEIC scores and at least the average TOEIC score is at least more than or equal to 450 Implementation stage At the implementation stage, this is carried out before the lecture enters the TOEIC Preparation topic and begins with the process of making and or editing the existing videos themselves following the stages carried out by Moussiades et al. (2019). The stages are: (1) Determination of general learning objectives. Before making a video, the General Learning Outcomes must first be determined. In this case, the general learning objective for making this video is that students can understand tips and tricks on doing the TOEIC test. (2) Determination of specific learning objectives. (3) At this stage, the expected Specific Learning Outcomes are determined. The Specific Learning Outcomes for each Listening and Reading section can be seen in Table 1 below: Table 1. Specific learning outcomes Parts Topic Specific Learning Outcomes (Meeting 1) ● Intro to TOEIC and General Strategies At the end of learning students are able to: ● know and understand the TOEIC test and general strategies in doing it. Atiqah Nurul Asri, Faiz Ushbah Mubarok, & Aly Imron The implementation of low-cost educational videos to improve students’ performance in TOEIC preparation test 502 Listening ● Photographs ● Questions- Responses (Meeting-2) ● know and understand the tips in doing the first part of Listening, namely Photographs. ● identify the answer that best fits the description of the photo displayed through the audio that is listened to. ● know and understand the tips in doing the first part of Listening, namely Questions-Responses ● identify the correct answer choices for the questions listened to. ● Conversations ● Talks (Meeting 3) At the end of learning students are able to: ● Understand the tips in working on the third and fourth parts of Listening, namely Conversations and Talks. ● Identify information, both implicit and explicit, as well as answers from conversations and presentations. Reading ● Incomplete Sentence ● Text Completion (Meeting-4&5) At the end of the learning, students are able to: ● Understand the tips in doing the first and second parts of Reading, namely Incomplete Sentence and Text Completion. ● Identify and choose the right grammatical form to complete sentences in the Incomplete Sentence and Text Completion sections. ● Reading Comprehension At the end of learning, students are able to: ● Understand the tips in working on the third part of Reading, namely Reading Comprehension. ● Identify information, both implicit and explicit as well as answers to reading questions. Video construction In this part, the production and editing videos were made using Camtasia, Adobe Premiere Pro, and Web Animaker. The researchers were assisted by two students of the Informatics Engineering D4 Study Program who have the ability in video editing. Their jobs were to make the video more comprehensible and applicable. In the preliminary study, the duration of the videos was too long and not communicative. Thus, the video was then edited, and added into several sub videos (a total of 28 videos) which can be accessed at this link https://bit.ly/VideoPembelajaranTOEIC2021 along with supporting materials. The content includes Power Point slides and practice questions before the “face-to-face” meeting on Zoom takes place. As an illustration, the following table 2 shows the number of videos that have been created and edited for this research. Table 2. Detailed description of the created videos Topics Total Vide os Details Listening Intro to TOEIC and General Strategies 2 Photographs 2 1 tip and 1 mini test Questions- Responses 3 1 tip, 1 exercise, 1 mini test Conversations 5 4 tips 1 mini test Talks 4 3 tips, 1 mini test Reading Incomplete Sentence 5 7 tips, 2 mini tests Text Completion 5 10 tips, 3 mini tests Reading Comprehension 2 6 tips, 2 mini tests Total: 28 Video Evaluation At this stage, an evaluation is carried out whether the video was successfully understood by students by asking questions about the material or discussing the exercise during class (via Zoom), or by looking at the results of the exercise. The shortcomings of this video will be noted to be used as material for the next video editing process. Reformation The video editing process will be carried out according to the notes during the discussion of the material and the results of the exercise. The results of the re-edited is used as TOEIC Preparation learning media in the following semesters. Results The subjects of this study were 28 final year students of the Informatics Management of D3 Study Program, Information Technology Department, State Polytechnic of Malang. This research consists of two cycles. The first cycle consisted of six meetings and the second cycle consisted of two meetings. The data of this study were obtained from TOEIC scores on pre-test and post-test, questionnaire results, and observations of collaborators and authors. From the research instruments above, the data used in this study were a.) Student’ TOEIC pretest scores, b.) Students’ TOEIC post test scores, c.) Questionnaire results, d.) Observation results by the researchers. The implementation of using low-cost educational in TOEIC preparation learning to improve IT students’ scores The results of pre-test and posttest in the first cycle ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE 503 The study began with giving a pre-and it was given through the author's LMS to be done by students according to the lecture schedule. This test consists of 50 listening questions and 50 reading questions. For the Listening section, the author plays the audio file directly during a “face-to-face” meeting via Zoom and for the Reading section, students work independently and are given a time limit (75 minutes). The results of the pre-test can be seen in Table 3 below: Table 3. Pre-test results (Cycle 1) No . Name Liste ning Read ing Listening Score Reading Score TOT AL 1 AMAP 30 31 125 130 255 2 AK 20 29 75 120 195 3 ABD 29 25 120 100 220 4 BDR 30 25 125 100 225 5 DCS 27 25 110 100 210 6 DRD 18 29 65 120 185 7 DEA 27 28 110 115 225 8 FAFF 23 18 90 65 155 9 FAS 25 17 100 60 160 10 FAL 21 24 80 95 175 11 GCA 27 27 110 110 220 12 IFA 30 32 125 135 260 13 IW 19 19 70 70 140 14 IDP 33 28 140 115 255 15 LA 34 31 145 130 275 16 LME 22 25 85 100 185 17 MIA 14 21 45 80 125 18 MAPP 20 24 75 95 170 19 MGZ 30 29 125 120 245 20 MMU 23 27 90 110 200 21 NY 36 35 165 160 325 22 NAM 28 41 115 190 305 23 OMB 38 25 175 100 275 24 RO 28 26 115 105 220 25 RA 17 26 60 105 165 26 SA 30 29 125 120 245 27 UY 24 22 95 85 180 28 YSI 18 26 65 105 170 After the pre-test, students are given links to the TOEIC Preparation learning per week (there are a total of 28), because this course is given every week, along with modules and additional materials provided in LMS. Then, during face-to-face meetings via Zoom, the teacher provided comprehension check questions or to find out whether students have understood the material. In addition, students also did exercises and mini tests at home so that during meetings via Zoom, the teacher only needed to discuss the exercises and mini tests. The last meeting in the first cycle ended after post-test 1. For post-test 1, it was a different scenario compared to pre-test 1, there were 100 questions for the Listening section and 100 questions for the Reading section. The audio file for Listening section is played during meetings via Zoom and Reading were done by students independently. The results of post-test 1 can be seen in table 4 below. Table 4. Post-test results 1 NO Name Score Listening Score Reading TOTAL 1 AMAP 5 5 10 2 AK 315 340 655 3 ABD 290 495 785 4 BDR 345 215 560 5 DCS 295 495 790 6 DRD 190 140 330 7 DEA 360 320 680 8 FAFF 380 215 595 9 FAS 280 280 560 10 FAL 190 325 515 11 GCA 200 255 455 12 IFA 310 330 640 13 IW 180 170 350 14 IDP 395 340 735 15 LA 400 450 850 16 LME 245 200 445 17 MIA 210 210 420 18 MAPP 380 260 640 19 MGZ 395 390 785 20 MMU 175 245 420 21 NY 430 350 780 22 NAM 410 425 835 23 OMB 405 365 770 24 RO 345 295 640 25 RA 165 405 570 26 SA 320 490 810 27 UY 190 280 470 28 YSI 245 425 670 After the post-test score 1 was obtained, the writer then compared it with the pre-test score. First, the authors enter their respective scores into the student data of the class. The recap of pre-test and post-test 1 scores can be seen in table 5 below: Table 5. Comparison of pre-test and post-test (cycle 1) No. Name Pre-Test Post Test 1 AMAP 255 10 2 AK 195 655 3 ABD 220 785 4 BDR 225 560 5 DCS 210 790 6 DRD 185 330 7 DEA 225 680 8 FAFF 155 595 9 FAS 160 560 10 FAL 175 515 11 GCA 220 455 12 IFA 260 640 13 IW 140 350 14 IDP 255 735 15 LA 275 850 16 LME 185 445 Atiqah Nurul Asri, Faiz Ushbah Mubarok, & Aly Imron The implementation of low-cost educational videos to improve students’ performance in TOEIC preparation test 504 17 MIA 125 420 18 MAPP 170 640 19 MGZ 245 785 20 MMU 200 420 21 NY 325 780 22 NAM 305 835 23 OMB 275 770 24 RO 220 640 25 RA 165 570 26 SA 245 810 27 UY 180 470 28 YSI 170 670 After that, the average TOEIC score in pre-test and post-test 1 was calculated. Table 6 provides the presented data. Table 6. Pre-test and post-test average scores of the first cycle Tests N (total students) Average Standard deviation Pre-Test 28 226,7857 17,89190 Post-Test 1 27 620,5556 29,88860 Since the total questions in the pretest and post- test were different, it must be calculated using T- Test. The results of the analysis can be seen in Table 7. Table 7. Calculation results of t-test 1 using SPSS T-Test Group Statistics Category N Mean Standard Deviation Standard Error Mean Score 1 Score 2 28 27 226.7857 620.5556 94.67502 155.30574 17.89190 29.88860 Independent Samples Test Levene’s Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% confidence interval of the difference Lower Upper Score Equal variances assumed 12.349 .001 -11.400 53 .000 -393.769 34.54015 -463.048 -324.491 Equal variances not assumed -11.304 42.693 .000 -393.769 34.83459 -464.035 -323.504 Before knowing whether there is a difference in the average student learning outcomes in pre-test and post-test 1, the following hypothesis is formulated: h0 = there is no significant difference between the average student learning outcomes in the pre- test and post-test 1 h1 = there is a significant difference between the average student learning outcomes in the pre- test and post-test 1 Based on the calculations using SPSS, the Levene test value (Sign.) is 0.001 < 0.05, which means that the pre-test and post-test 1 data are inhomogeneous data, or the data variants are different, therefore the decision-making results of the T-test look at the output table Equal variances not assumed. The value of Sig, (2-tailed) in the table is 0.000 < 0.05, which means rejecting and accepting. So, it can be concluded that there is a significant difference between the average student learning outcomes in the pre-test and post-test 1. Students’ perceptions in learning using low-cost for TOEIC preparation Questionnaire results After the first cycle was completed, the next step is to distribute the questionnaire using the Google Forms. It consists of 13 items: 8 closed statements in students’ perceptions during the implementation of low-cost video in TOEIC Preparation learning and 5 open-ended questions. This questionnaire is intended to answer the second research question, namely "How are students' perceptions of the use of Low-Cost Educational Video in preparation for the TOEIC test?". From the results of the questionnaire, it can be concluded that the perception of the students’ majority responded positively to the use of low-cost video in learning English. However, it is necessary to improve the quality of video graphics and add more material or exercises to make students more prepared. Especially in grammar and listening problems, since it requires additional time and understanding of the text. Next, an additional point that needs to be considered in future research is the use of short and more interactive video sets. Reflection results of the first cycle Based on the results of the analysis of pre-test and post-test 1 data, questionnaire, and observations, it ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE 505 can be concluded that the research in cycle 1 is successful. It obtains significant results based on the comparative analysis between the average scores of pre-test and post-test 1. In other words, the use of as TOEIC Preparation learning media by a teacher of the Job Preparation English course succeeded in increasing students' TOEIC scores from an average of 227 to 670 as shown in table 7 above. It also confirms that there is a significant difference between pre-test and post-test 1. From the results of the questionnaire, it can be concluded that students gave a good response to the use of video in TOEIC learning, but when asked whether they were ready to face the International TOEIC exam more than 50% answered not ready. This causes the writer to decide to do the second cycle. According to Pardede (2019), an Action Research study rarely achieves the maximum results achieved in a simple cycle (cycle 1), so cycle 2 is needed. In other words, research using this design requires a minimum of 2 cycles. Besides that, it is conducted to minimize the different total questions in the first cycle based on the pretest and post-test. Implementation of the second cycle The second cycle consisted of two TOEIC debriefing meetings held by UPT Bahasa of State Polytechnic of Malang to prepare final year students for the International TOEIC test. This meeting was held one week after the end of the 2020/2021 even semester final exam. So, it can be said that the research was resumed when the TOEIC debriefing activity was carried out. In these two meetings, for 90 minutes each, the author asked specifically to be scheduled to provide briefing in the class and discuss the material contained in the . The post-test 2 of the second cycle was carried out at the end of the teaching. After that, students were given a post-test link 2, which is basically the same questions as pre-test and post-test 1 and post- test 2. In addition, students also need to be motivated to be confident in facing the International TOEIC test. The results of pre-test and post test in the first cycle After getting the debriefing, students were asked to do post-test 2 which was the same as the first cycle. Similar to post-test 1, post-test 2 consists of 100 Listening questions and 100 Reading questions. The results of post-test 2 can be seen in table 8 below. After the second post-test score was obtained, the writer then compared it with the first post-test score. Next, the authors enter their respective scores into the student data. The recap of post-test 1 and post-test 2 scores can be seen in the following table. Table 8. Comparison of post-test results 1 and post- test results 2 No Name Score Pre-Test Score Post Test 1 Score Post Test 2 1 AMAP 640 0 985 2 AK 195 655 800 3 ABD 220 785 0 4 BDR 225 560 880 5 DCS 210 790 990 6 DRD 185 330 985 7 DEA 225 680 710 8 FAFF 155 595 770 9 FAS 160 560 665 10 FAL 175 515 900 11 GCA 220 455 670 12 IFA 260 640 955 13 IW 140 350 940 14 IDP 255 735 820 15 LA 275 850 990 16 LME 185 445 905 17 MIA 125 420 465 18 MAPP 170 640 690 19 MGZ 245 785 920 20 MMU 200 420 805 21 NY 325 780 825 22 NAM 305 835 915 23 OMB 275 770 850 24 RO 220 640 0 25 RA 165 570 900 26 SA 245 810 990 27 UY 180 470 985 28 YSI 170 670 865 Furthermore, the average of each score is compared and calculated using the SPSS program. Descriptive data analysis of the scores of post-test 1 and post-test 2 for class 3B can be seen in table 9 below: Table 9. T-test using SPSS Tests N (Total students) Average Standard deviation Post Test 1 27 620,5556 155,30574 Post Test 2 26 852,8846 130,10129 Based on the table, it can be concluded that the average post-test score 1 is 620.5556, while the average post-test score of 2 is 852.8846. So, it shows a significant improvement from post-test 1 to post-test 2. Table 10. Calculation results of t-test 2 (t test) with SPSS Atiqah Nurul Asri, Faiz Ushbah Mubarok, & Aly Imron The implementation of low-cost educational videos to improve students’ performance in TOEIC preparation test 506 Group Statistics Category N Mean Standard Deviation Standard Error Mean Score 1 Score 2 27 26 620.5556 620.8845 155.30574 130.10129 29.88860 25.52496 Independent Samples Test Levene’s Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Differenc e Std. Error Difference 95% confidence interval of the difference Lower Upper Score Equal variances assumed 1.75 .191 -5.89 51 .000 -232.32 34.430 -311.489 -153.168 Equal variances not assumed -5.91 50.05 .000 -232.32 39.298 -311.259 -153.398 If there is a significant difference between the average student's learning outcomes in post-test 1 and post-test 2, the following hypothesis is formulated: h0 = there is no significant difference between the average student learning outcomes in post-test 1 and post-test 2 h1 = there is a significant difference between the average student learning outcomes in post-test 1 and post-test 2 Based on the calculations obtained using SPSS, the Levene test value (Sign.) is 0.191 > 0.05, which means that the post-test 1 and post-test 2 data are homogeneous data, or the data variants are the same. The results of the T-test results look at the output of the Equal variances assumed table. The value of Sig, (2-tailed) in the table is 0.000 < 0.05, which means rejecting and accepting. So, it can be concluded that there is a significant difference between the average student learning outcomes in post-test 1 and post-test 2. Results of second cycle reflection Based on the results of post-test 1 and post-test 2 data analysis, it can be concluded that there is a difference in the average TOEIC score in post-test 1 and post-test 2 which has increased from 620 to 825 as shown in table 10. This score is even higher than the average pre-test score. After the T-test was carried out, it further strengthened that the application of learning in TOEIC learning could increase the scores. There is no improvement in the learning method that has been carried out in the first cycle, the difference is in the duration of the meeting via Zoom. The first cycle is 60 minutes, but the second cycle is 90 minutes. Discussion Improving students’ score in TOEIC preparation by According to the results, the low-cost videos are proven to be effective in improving students’ score in TOEIC preparation. The researchers provide 9 in total as an additional study for the students to learn independently. Afterwards, the posttest scores 1 & 2 are significantly higher and proven to be effective. It is in line with research by Simo et al. (2010) and Riyanto and Yunani (2020) that can be improving students’ performance. However, in Riyanto’s study, it is intended to Speaking skill while in this paper focuses in improving students’ score. It shows that the video usages are not only applicable in certain specific skills, but also improving the Listening and Reading TOEIC tests. This finding is also supported by the students’ responses in the questionnaire that 66.7% of students agreed with the video quality in audio. Meanwhile, the score of students’ perceptions on the video picture only covers 50% effectiveness. On the other hand, the response in teacher’s video explanation reached 72.2% and it helps the students to learn the materials. It is in line with Suhayati and Haryati (2021), paper on the positive feedback regarding the video results. Based on the responses, 63.8% and 63.9% students agree that they have made progress in the listening and reading after watching the video. In contrast with research by Metruk (2018), the videos in this paper do not provide any subtitles. They still a understand the tips and trick based on the practice test in the videos. As seen from the questionnaires, students show different perception on the video usage in learning. Their suggestions were based on short, clear resolution, and interaction to make them engaged in the independent learning. ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE 507 Students’ problems in learning Several answers from the respondents show that they have problems in grammar and listening parts. In listening, the students responded that the conversation is too fast, the instability of the internet connection, and lack of practice on listening questions. It is similar to Nguyen, Phan, Huynh’s study (2020) that the students are hard to catch the meaning and ideas of the test. Meanwhile, for the reading part, they tend to have problems in the grammar acquisition. The students seem do not enough time to prepare themselves in learning grammar due to the minimum time of TOEIC Preparation. They only had 6 meetings in learning all the materials. Video length and quality The videos used as TOEIC learning media were separated based on Reading and Listening sub- sections. By shortening the duration, can increase student concentration. Foong, Ismail & Tukiman’s paper (2021) inspired the researchers to limit the video and enable them to be flexible and learn at their pace. In addition, animations and cartoons were presented to make the videos more interesting to watch. This is in accordance with Brame (2016) who states that there are three things that need to be considered in making learning, namely student's cognitive load, engagement, and active learning. CONCLUSION This objective of this paper was the video usage on the improvement on students’ score in TOEIC preparation. It can be concluded that having two cycles of CAR method could improve the students’ performance. The first cycle consisted of six meetings related to TOEIC learning by asking students to watch a video before the face-to-face interaction via zoom. The result of the first cycle is that there is a significant difference between the average student learning outcomes in the pre-test and post-test 1. In the second cycle, the researchers taught the students again for two meetings at the official TOEIC debriefing from the campus. The results of the post- test 2 were then compared with post-test 1 using the SPSS application, and it was concluded that there was a significant difference between the average student learning outcomes in post-test 1 and post- test 2. In conclusion, TOEIC learning using low- cost video is effective in online learning. For future researchers who would like to do research video usage in TOEIC learning, the videos should be made in short and divided into several parts. Superb video quality is also needed to make the students grasp the materials better. The videos should be straight forward, added animations, and providing the examples as well as include them in a playlist. 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