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JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 03 No. 03, Oct 2022, pp. 214 - 227 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

The Effectiveness of Video Project Assignment on Students’ Speaking skill in 

SMP 

Muhammad A'inul Haq
1
, Niken Ayu Agustina

2 

Uniersitas Kiai Abdullah Faqih Gresik
1
, SMP YPI Darussalam 1 Cerme 

2 

ainulfelays77@gmail.com
1
, nikenayuagustin@gmail.com

2
 

ABSTRACT 

The purpose of this study is: (1) To measure the effectiveness of video project assignment on student’s‟ 

speaking skill at SMP YPI Darussalam 1 Cerme. In this study, researchers used a quantitative method 

approach with a type of Pre-Experimental research with the design of One Group Pretest Posttest. The 

research population includes 7th Grade at SMP YPI Darussalam 1 Cerme. With a total of 25 Students. 

Data collection techniques used are pretest and posttest sheets to determine the effect of use Video Project 

Assignment on the Learning Speaking Skill. Pretest and Posttest results data are then analyzed by 

conducting a Prerequisite Test which includes the Normality Test. The result of the research shows that the 

difference in the speaking skill between the student taught using English Video Project Assignment and those 

taught not using English Video Project Assignment is significant. By calculations (to = 8.75) and the size “t” 

listed in the value table t (tt.ts.5% = 2.06 and tt.ts.1% = 2.80). Then it can be known that the to is greater than 

the tt : 2,06<8,75>2,80. 

Keywords: Video Project Assignment, Media, Speaking Skill 

 

I. INTRODUCTION 

Today, the ability to easily, quickly, and 

inexpensively record, edit, and share digital 

moving images has been revolutionary for 

amateur videographers of all ages include 

the students (Bull & Bell, 2010, p. 127). The 

video is widely used by almost every human 

in the world. People can access video 

through the internet and YouTube. Digital 

video is taking its place alongside other 

forms of purpose, including the use of video 

in educational fields (nur Aziz & Sabella, 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566


215 
 

2021). Certainly, the aid of wireless network 

survive ( Wi-Fi ) and the development of 

smartphones and tablets production, the 

ways of capturing and sharing videos on 

social media i. e. Instagram, Facebook or 

Twitter has never been so easy.  

A video is one of the technologies that 

can be used as a teaching media and 

simulate the senses of sight and hearing 

simultaneously Therefore, the use of video 

assignment in English lesson is closely 

related to project-based learning. It refers to 

language learning activities which ask 

students to actually perform language skill 

or ability (Ur, 1996). The development of 

technology into English lesson at school, a 

project using technology for the students is 

also important to apply. In consequence, it 

can be a challenging activity for learners 

since they are asked to directly activate their 

language.  

Project-based learning (PBL) is a model 

that organizes learning around projects 

(Kholis & Aziz, 2020). He specifies projects 

as complex tasks that are based on 

challenging questions or problems that 

involve students in design, problem-solving, 

decision making, or investigate activities; 

give students the opportunity to work 

relatively autonomously over extended 

periods of time; and culminate in realistic 

products or presentations (Kokotsaki et al., 

2016a). Moreover, PBL is mainly based on 

active student’s approach towards their 

own learning which enables a complex 

development of student’s skills, knowledge, 

and personality (Kalabzová, 2015). It can be 

said that teacher can make a project for their 

students which can cover all those aspects 

so that students also get experience in doing 

a meaningful and useful task where the 

students as the main role in the assignment 

process.   

  In the English lesson, the use of video 

can be a project for the students to create a 

documentary video about themselves in 

English. Through practicing their speaking 

skilling front of a camera, they accustomed 

to speaking English (nur Aziz & Sabella, 

2021). Through a video project, the students 

are expected to understand the material 

easily. By watching their own documentary 

videos, they can get feedback from their 

performances in delivering speeches, 

understand more about the topic which is 

being discussed, and perform self-reflection 

on their performances (Nirmala Sari, 2021). 

Besides, they learn to Speak English and 

understand the material, they will also face 

some challenges in producing their video 

project and learn how to solve it. The ability 

in composing the video content is very 



216 
 

important to produce a video that 

appropriates with the teacher instruction 

and assessment.   

Related to the use of video in English 

lesson, the teacher can use video to assess 

students‟ speaking skills”, because speech 

skills is considered as the most important 

human tool in social control. (Khoiroh, 

Haniatul, 2018, p. 114)  Harmer states that 

the ability to speak fluently is not only 

knowledge of language features , but also 

the ability to process information and 

language on the spot (Harmer, 2001a). In 

assessing speaking skills, the teacher can 

use any kind of task or project. It is also 

related to the project-based-learning 

activity which the students-centered is 

important. The teacher can decide they will 

focus on what kind of aspects, skill, criteria, 

categories and etc. In giving an assessment 

to their students it depends on the 

condition and the curriculum requirement.  

The video assignment is asked the students 

to work in group but every students should 

mae a story or a conversation about 

advertisement so in one group there are 

some story with difference product which 

every students should present it. The 

teacher make assessment for every 

individual and also group assessment. 

Essentially this video project can be used by 

the teacher to assess students‟ speaking 

skill, which is appropriate to the stages or 

process in the project-based learning 

activity.  

 Considering those phenome, the 

researcher decided to analyze the use of 

English Video Project Assignment to assess 

students speaking skills and also the 

students‟ perceptions about this project. 

The success of teaching and learning English 

is influenced by the students‟ perception, if 

the teacher knows the students‟ perception 

is important for both teachers and students 

because it influences the teaching and 

learning process (Sari, 2016). The subject of 

this research is 7th grade students in one 

class at SMP YPI Darussalam 1 Cerme. In 

SMP YPI Darussalam 1 Cerme the students‟ 

ability are also very competent and 

supported in the use of gadgets and other 

modern tools which allow the teachers to 

give any assignments related to the 

utilization of technology. In this junior high 

school, actually, the teacher is often to use 

video as a project for the students, not only 

in English subject but in other subject can 

see in the school area and sometimes it is 

easy to be found.  



217 
 

II. LITERATURE REVIEW 

A. The Use of Video Project Assignment 

The use of video in teaching is not only 

as media or source (Khoiroh, 2022, p. 150) 

but also it can be as assignment or project 

for the students. The students‟ activities 

related to the use of video and video project 

in the subject area of language learning (Bell 

& Bull, 2010):   

a. Watching video clips of everyday 

conversations in films or television 

broadcasts or music that can be 

replayed and processed in multiple 

ways.  

b. Interacting with native speakers 

through live video conferencing.  

c. Creating a video of student 

conversation or skits or narration of 

past events that demonstrate language 

mastery.  

Using a video project activity has many 

advantages. The videoing activity can 

increase the students‟ self-confidence with 

good preparation students can use the video 

project for knowing their weakness in 

speaking. There are some points which are 

useful to use video project in speaking 

activity: preparing equipment, explaining 

procedures, videotaping or recording the 

video, checking the video, presenting the 

video, and having an evaluation (nur Aziz & 

Sabella, 2021). 

Through the development of technology 

and the used of gadget, the students are easy 

to do a video project assignment. Moreover, 

if the students are competent in finishing 

the project it will become a challenging and 

meaningful project.  

B. The Advantages of using Video Project 

Assignment  

There are some advantages related to 

the use of video project to some principle of 

teaching the English language which can be 

listed as follows (Dal, 2010):  

a. The use of video production can involve 

communicative activity, such as 

problem solving and role play.  

b. It provides the opportunity to use the 

target language in the authentic and 

meaningful setting.  

c. It lets students express their ideas and 

opinions.   

d. The process of video making will enable 

students to activate their target 

language without excessive anxiety 

because they will have enough rehearsal 

and do it outside the class, even they 

can develop critical thinking and 

organization of idea.  



218 
 

e. It provides more time to expose 

speaking which is limited to the 

classroom.  

A video project assignment is also 

meaningful for the students, there are five 

reasons why a video project is meaningful 

(Maula, 2019). The first is active because the 

students can put all their creativities in 

creating the video. The second reason is 

constructive, it is the way the students 

relate video projects as a new experience 

with their previous experiences. The third 

reason is intentional, it makes the students 

should set goals to achieve. The fourth 

reason is authentic, the students have to be 

able to decide on the real issues. The last 

reason is cooperative, it is usually needed 

when students work in groups, and they 

need to understand the method and stages 

they will use in creating a video project.  

C. Video as Project Based Learning 

Activities   

As we know that in accomplishing a 

project teacher can implement some 

methods. One of the method or activity for 

planning a project is project is project based 

learning. Project based learning is a model 

that organizes learning around projects 

(Muna & Aziz, 2021). They specifies 

projects as complex task that are based on 

challenging question or problems that 

involve students in design, problem solving, 

decision making, or investigate activities; 

give students the opportunity to work 

relatively autonomously over extended 

periods of time; and culminate in realistic 

products or presentations (Kokotsaki et al., 

2016b). In project-based learning, the 

teacher can make the students active in 

doing the project because this project is 

student centered and also teacher can 

integrate the technology.   

A project-based learning classroom 

allows students to investigate questions, 

propose hypotheses and explanations, 

discuss their challenge the ideas of others, 

and try out new ideas (Krajcik & 

Blumenfeld, 2006, p. 328). It build for major 

learning science ideas when using-project 

based learning; Active construction, 

situated learning, social interactions, and 

cognitive tools. Projects-based learning is 

generally done by groups of the student 

working together toward a common goal. 

Project based learning teaches students not 

just contents, but also important skills in 

ways students have to be able to function as 

adults in our society. These skills include 

communication and presentation skills, 

organization and time management skills, 

research and inquiry skills, self-assessment 

and reflection skills, group participation and 



219 
 

leadership skills, and critical thinking 

(Goodman & Stivers, 2010). Moursund 

analyzed there are six ways from a 

student‟s point of view about project-based 

learning (Moursund, 1999).  

a. It is learner-countered and intrinsically 

motivating.  

b. Encourages collaborations and 

cooperative learning.  

c. Allows students to make incremental 

and continual improvement in their 

product, presentations, or 

performances.  

d. Designed so that students are actively 

engaged in doing things rather than in 

learning about something.  

e. Requires students to produce a 

product, presentation, or performance.  

f. Challenging, with a focus on higher-

order skills.  

It can be concluded that project-based 

learning allows students to reflect their own 

ideas, and opinions, and make decisions that 

affect project outcomes and the learning 

process in general also the teacher takes on 

the role of a facilitator rather than a leader.  

In project-based learning, there are 

several final results in the form of products 

that can be produced by the students. In his 

book, Moursund mention several products 

that can be created by the students and they 

will present it as a result of their project, 

this product can be in the multiple forms 

can be in written or posts that can be 

displayed, including: reports, newspaper, 

blogs, posters, information sharing via email 

or various platforms and also video 

recording or video projects (Moursund, 

1999). All the final products are related to IT 

assist project-based learning.   

Related to the project-based learning 

activity, one of the project based learning 

which can be used in learning a language is a 

video project. Harmer says that an activity 

which can develop speaking skill is creating 

a video project ( making recording ) 

(Harmer, 2001b).
 
 A Project Based Learning 

puts the students in the situations which 

need the authentic use of language to 

communicate with each other. Through a 

project based learning, students can develop 

their critical thinking to the target language.  

D. Teaching Speaking Using Video 

Assignment in Junior High School  

The availability of educational 

technologies and self-produced videos 

placed on YouTube has made teaching more 



220 
 

exciting. Furthermore, these videos could be 

accessed at any time of the day and from a 

place to suit the students. Apart from that, 

YouTube is also used to illustrate 

theoretical content, involve students, and 

inspire innovative teaching methods (June 

et al., 2014). YouTube is also used as a 

supplementary material with EFL students 

in Taiwan. Kelsen conducted a survey on 69 

sophomore students and found that they 

rated the use of YouTube to study English 

favorably with regard to it being interesting, 

relevant, and beneficial. The results showed 

that the YouTube tutorial methodology had 

a significant positive effect on perceived 

student learning. It is evident that YouTube 

videos brought about positive effects on 

teaching and learning. The attractiveness of 

videos in teaching comes from the 

combination of images and sounds. As such 

it will be able to generate an influential 

medium that can be used by teachers to help 

explain concepts while, that can be used by 

teachers to help explain concepts while at 

the same time able to instruct students with 

content that provides multiple senses (June 

et al., 2014). These would certainly assist 

teachers in making the explanation of 

abstract concepts and processes easy 

through the use of visualization that can be 

provided by videos. 

III. METHOD 

It employs a quantitative approach to 

experimental research. Experimental 

research is structured, logical, and accurate 

in controlling the situation. The research 

uses a type pre-experimental design, with a 

type one group pre-test and posttest. Using 

only one group is an experimental group 

without a control group (Sugiyono, 2018). 

Before the subject is given treatment first, it 

provides an initial motivational questioner 

pretest form (O1) Then do the treatment (X) 

And after that it gives final motivation that 

is posttest (O2).  

IV. FINDING  

The study was conducted at SMP YPI 

Darussalam 1 Cerme. This research is a pre-

experimental design with a type one group 

pre-test post-test. The data of this study 

consist of initial test and final test of 

speaking skill by using Video Project 

Assignment. So that, researcher can address 

problems that have been formulated into 

problems by analyzing the data.  

The population in this study is 7
th

 grade 

student by the amount 25 students. The 

data used in this study is quantitative data. 

Data retrieval is done by test method. 

Testing methods are used to identify the 

effectiveness of Video Project Assignment 

on Students‟ Speaking skill using either 



221 
 

pre-test or post-test, in this case the 

cognitive test being used instrument 

question form as many as 5 question items 

taken before the handed out a paper with 

the content of several conversations without 

viewing the video treatment ( Pre-Test ) and 

after the see video of Video Project 

Assignment treatment ( Post-Test ). This pre-

test data was given to students before the 

video has learning and post-test data was 

provided after the study in 7
th

 class, there 

are the 25 students in 7
th

 class.  

Research Data before Treatment (pre-

test)     

Research data on the use of Video 

Project Assignment, before a treatment is 

called pre-test. These assessment are intended 

to determine the state of the beginning of 

the object or ability before the use Video 

Project Assignment.  

 The result of Pretest data on English 

Lesson in Speaking Skill before doing 

treatment of Video Project Assignment, that 

higher is value is 90 and lowest value is 50. 

And for the recapitulation of the details 

value in the Effectiveness of using Video 

Project Assignment test answer on the 

speaking skill at SMP YPI Darussalam 1 

Cerme will be presented.  

Research Data after Treatment (Post-

Test)  

Speaking skill data using Video Project 

Assignment. Researcher gave a tests of 2 

items with instrument question to 7
th 

student. This test comes after treatment 

Video Project Assignment, which is aimed 

at knowing the effectiveness of the use of 

Video Project Assignment on Speaking Skill.  

 The result of Posttest data on English 

Lesson in Speaking Skill after doing 

treatment of Video Project Assignment. 

That higher value is 90 and lowest value is 

65, and for the recapitulation of the details 

value in the effectiveness of using  

Video Project Assignment test answer 

on the speaking skill at SMP YPI 

Darussalam 1 Cerme will presented. For 

now about already obtained the results from 

pre-test and post-test. The overall number of 

pre-test scores is 1625 with an average of 65. 

The total number of post-test scores is 1925 

by an average of 77, so the difference 

between pre-test and post-test average is 12. 

Data Analysis  

To determine whether there is any 

effect to the use Video Project Assignment 

on Speaking Skill of the 7
th 

grade at SMP 

YPI Darussalam 1 Cerme, this analyzing the 

data of researchers uses the t-test formula.  



222 
 

To know overall calculating for get a “t” 

in testing Ho about differences before 

treatment and after treatment with X = 1625 

and Y = 1925 with ∑D = -300 and ∑D
2
 = 4700 ( 

See Appendix 6 )   

As for the t test step measure by getting 

it ∑D = -300 and ∑D
2
 = 4700 is as follows:   

a. Seeking standard deviation from 

Differences ( SDD ), by the formula :   

 SDD                

     

                 

                  

     = 6,63  

b. Look for Standard Error from Mean of 

Difference ( SEMD ) with formula :   

 SEMD 

 = 1, 37   

c. search Mean from 

Difference ( MD ), with 

formula :   

 MD     

d. search to with using a formula :   

                            t  

 

  

 

 

e. determining degrees of freedom (df), with 

formula :   

df/db = N-1 df = 25-1 = 24  

f. Look for the price of the “t” critiques on 

the value table “t”. by holding on to that 

df/db has been acquired, good on 

significance level 5% or significance 

level 1% with the df of 24 we accelerate 

with the “t” value table, either at 

significance level 1% or at 5% 

significance level. The price of t 

critiques or table with db is 24 on a 5% 

of ttable significance, at 2.06, while a 

significance level 1% gained by 2.80.  

g. Then compare ttable and tcount  with the 

following testing criteria :  

If  ttable ≤  tcont ≤ ttable, then Ho is 

accepted. If tcount > ttable, than Ho is 

rejected. By comparing the magnitude 

of the “t” obtained in observational 

calculations (to = 8.75) and the size “t” 

listed in the value table t ( tt.ts.5% = 2.06 

and tt.ts.1% = 2.80). Then it can be known 

that the tois greater than the tt:               

2,06<8,75>2,80   



223 
 

 Because the to is bigger than tt, than the 

Ho filed were rejected, and Ha is 

accepted. This suggest that there was 

an effect on the use of Video Project 

Assignment on students‟ Speaking skill 

of the 7
th

 class at SMP YPI Darussalam 1 

Cerme.  

1) Analysis of Prerequisites Testing   

Before doing hypothesis testing, prior to 

testing assessments or analysis 

requirements were performants that 

included normality tests. Normal test 

testing is used to determine whether or not 

data distribution is obtained.  

2) Normality Testing   

Normality testing uses Kolmogorov-

Smirnov test was used many times, 

especially after the presence of many 

statistic programs that were circulated. The 

Kolmogorov-Smirnov test also had an 

advantage and did not create a difference 

between perception one observer and 

another. If the significance value >0.05, then 

normal distributed residual value.  

If the significance value <0.05, then 

residual value is not normally distributed. 

Here, the researcher will test the normality 

by use SPSS.  

3) the result of calculate Normality 

Testing One-Sample Kolmogorov-

Smirnov Test  

     

N   25  

Normal 

Parameters
a,b

  

Mean  

6.19886489  Std.  

Deviation  

Most 

Extreme  

Absolute  .121  

.121  

-.079  Differences  Positive  

Negative  

Test 

Statistic  

 .121  

Asymp. Sig. 

(2-tailed)  

 .200
c,d

  

 

a. Test distribution is Normal.  

b. Calculated from data.  

c. Lilliefors Significance Correction.  

d.   

e. This is a lower bound of the true 

significance. 

  

4) Hypotheses    

The Effectiveness of English Video 

Project Assignment On Students‟ Speaking 

Skill in SMP YPI Darussalam 1 Cerme. Based 

on the research’s formula and sound 



224 
 

purpose of the study to know if there is not 

the effectiveness of using Video Project 

Assignment on speaking skill at 7
th

 grade in 

SMP YPI Darussalam 1 Cerme.  

From the data analysis obtained from 

the pretest-posttest test using the t-test 

formula, the result is :  

                            t  

   

 

With the df of db  

we accelerate with the “t” value table, 

either at 1% significance or at 5% 

significance. The critiques price of t or table 

with df of 24 on ttable 5% significance table, 

was obtained by 2,06, whereas a degree of 

1% significance gained by 2,80.  

By comparing the magnitude of the “t” 

obtained in Observational calculations (to = 

8,75 ) and the size “t” listed in the value 

table t (tt.ts.5%=2,06 and tt.ts.1% = 2,80). Then it 

can be known that the larger to than tt that 

is: 2,06<8,75>2,80   

Because the bigger than tt, then the Ho 

filed were rejected, and Ha is accepted.  

 Based on the presentation above, it 

could be concluded that there is an effect in 

the use of Video Project Assignment on the 

student speaking skill of the 7
th

 class at 

SMP YPI Darussalam 1 Cerme.  

V. DISCUSSION  

Firstly, the researcher have doing 

research to find out how the use of Video 

Project Assignment on Students‟ Speaking 

Skill. Researcher have given test before 

treatment or what is commonly called 

Pretest. Pretest have doing in 50 minutes 

with a criteria see the video on the YouTube 

so the students‟ following what they say in 

the video. The result of Pretest that has done 

is the average value of the Pretest is 45-90. 

From the result of the Pretest researcher can 

conclude if the study of Speaking Skill at 

SMP YPI Darussalam 1 Cerme is low, with 

total Pretest 1625 and average of Pretest 65  

 Secondly, researcher doing treatment 

to students. The treatment here is that 

researcher teach Speaking Skill using Video 

Project Assignment. First, researcher 

explain definition of Speaking, 

Pronunciation, Fluency and how to 

speaking English language with easy. Then 

the study using Video Project Assignment, 

where students are so enthusiastic and 

thrilled when learning to speaking using 

Video Project Assignment.  

  

  



225 
 

And the last, researcher doing test after 

treatment or what is commonly called 

Posttest. The test is made to see if there is 

any effect of Video Project  

Assignment on students speaking skill. 

With the same pretest issues. Based on test 

that researcher have given students, 

researcher found result from Posttest by 

total 1925 and average 77.  

As explained earlier, researcher are 

using t-test to identify the effect of using 

Video Project Assignment on students 

speaking skill at SMP YPI Darussalam 1 

Cerme. Researcher calculated the result by 

manual counting. The result of Pre-Test and 

Post-Test data can be calculated using t-test 

formula to know the significance of both.  

Has shown on appendix for now a total 

and average from pre-test and post-test. The 

overall number of pre-test scores is 1625 

with an average 65. The total number of post-

test scores is 1925 by an average is 77, so the 

difference between pre-test and post-test 

average is 12 . And to know of the effect of 

using Video Project Assignment, researcher 

has doing analyzing by t-test formula. So the 

researcher found the result of it, by the total 

X= 1625 Y= 1925 with ∑D=-300  and ∑D
2
 = 

4700.  

And to understand the effect of Video 

Project Assignment, researcher analyzed it 

using t-test formula. And what came after 

the count was that researcher found results 

with a total of X = 1625 and Y = 1925 with 

spikd = -300 and kilograms = 4700.  

Based on appendix can conclude that 

price of the “t” critiques on the value table 

“t”. by holding on to that df has been 

acquired, good on significance level 5% or 

significance level 1%. With the df of 24 we 

accelerate with the „t” value table, either at 

significance level 1% or at 5% significance 

level. The price of t critiques or table with db 

is 24 on a 5% of ttable significance, at 2.06, 

while a significance level 1% gained by 2.80.   

From the explanation above, the 

implementation of Video Project 

Assignment in teaching and learning 

process gives a positive effect on the 

students‟ ability on speaking skill, because 

they can study easily and more fun without 

any burden. It can be done because by fun 

learning, knowledge and sharing can be 

maintained well.  

VI. CONCLUSION 

Based on the result of the research was 

carried out, it could be concluded that was 

found by an effectiveness of using Video 

Project Assignment as a medium for learning 



226 
 

speaking skill on 7
th

 grade in SMP YPI 

Darussalam 1 Cerme, the researcher 

concludes :   

1. The student speaking ability of 

Pronunciation, Fluency and know new 

vocabularies before doing treatment 

was shown by the pretest score which 

was total 1625 and average 65.  

2. The student speaking ability of 

Pronunciation, Fluency and New 

Vocabulary after doing treatment by 

using Video Project Assignment were 

higher the result of pretest. It was shown 

by the posttest score which was total 

1925 and average 77.  

3. There was significant 

differences of score between pretest and 

Posttest.  With the df of 29 we 

accelerate with the “t” value table, 

either at 1% significance or at 5% 

significance. The critiques price of t or 

table with df of 24 on ttable 5% 

significance table, was obtained by 2,06 

, whereas a degree of 1% significance 

gained by 2,80.  

By comparing the magnitude of the “t” 

obtained in observational calculations (to = 

8,75 )  and the size “t” listed in the value 

table t ( tt.ts.5% = 2,06 and tt.ts.1% = 2,80 ) . Then 

it can be known that the larger to than tt 

that is 2,06<8,75>2,80 Because the to is bigger 

than tt then the Ho filed were rejected, and 

Ha is accepted. Based on the presentation 

above, it could be concluded that there is an 

effect in the use Video Project Assignment 

on the students‟ speaking skill of the 7
th

 

grade at SMP YPI Darussalam 1 Cerme. 

VII. REFERENCES 

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and teaching. Contemporary Issues 

in Technology and Teacher 

Education, 10(1), 1–6. 

Bull, G. L., & Bell, L. (2010). Teaching with 

digital video: Watch, analyze, create. 

International Society for Technology 

in Education. 

Dal, M. (2010). Digital video production 

and task based language learning. 

Goodman, B., & Stivers, J. (2010). Project-

based learning. Educational 

Psychology, 505. 

Harmer, J. (2001a). The practice of English 

language teaching. London/New 

York, 401–405. 

Harmer, J. (2001b). The practice of English 

language teaching. London/New 

York, 401–405. 

June, S., Yaacob, A., & Kheng, Y. K. 

(2014). Assessing the use of 

YouTube videos and interactive 

activities as a critical thinking 

stimulator for tertiary students: An 



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Education Studies, 7(8), 56–67. 

Kalabzová, M. (2015). The application of 

project based learning in the English 

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Bohemia. 

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MODEL TECHNOLOGICAL 

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