STUDENTS’ PERCEPTIONS OF THE USE OF VIDEO AS A MEDIUM OF LEARNING IN SPEAKING CLASS

The study was aimed at knowing how students’ perceptions of the use of video as medium of learning in speaking class. Qualitative descriptive was utilized as a research method. The researcher selected 15 students of English Education IAIN Palangka Raya from 3 classes which were chosen 5 students in each class by using purposive sampling. To gain the data, the researcher used interview and documentation. The result showed the students’ perceptions of the use of video as a medium of learning in speaking class had good result. Most students said the use of video as a medium of learning in speaking class was effective, flexible, and practice medium. It was also able to increase the students’ speaking skill which was called positive attitude. However, two students disagreed the use of video which was called negative attitude. They mentioned video was ineffective in increasing speaking fluency and not too


INTRODUCTION
) defines English is not commonly studied as a tool for understanding and teaching cultural values in the United States or the United Kingdom. Instead, international communication, trade, banking, tourism, technology, diplomacy, and scientific research have all benefited from the use of English. English is regarded as a foreign language in Indonesia, and it is required to be learned at all stages of education, from elementary school to university. The common skills that company need are speaking and writing. The people get well paid if they can master those skills.
Teaching and learning English in university level is not easy. English is more complex than senior high school especially, students at English Education IAIN Palangka Raya. The students in university level study English deeply. They need to master 4 skills which are speaking, writing, reading. Furthermore, they learn about component in English. The teachers provide many media and strategies to teach their students. They must pay attention which method and media are appropriate for teaching and learning English. According to Tafani (2009, p. 81) teacher and students have been provided creative and practical ideas by media. Media helps the teacher inform the knowledge to the students. Teachers have provided many media for the students since the students at English Education IAIN Palangka Raya take their study program, such as audio, audio visual, picture, book, and others. In each media has their own function that are needed by the students. These media are used for teaching and learning for skills which are speaking, writing, listening, and reading. Those 4 skills have the problems while learning them. It makes them to face the difficulties to master four skills. However, if the students learn four skills properly and mater four skills. They will be easy to learn a whole Volume 5, No. 2, March 2022 pp 372-384 Students' Perceptions of The Use of Video as a Medium of Learning in Speaking Class |373 component in English. In English Education at IAIN Palangka Raya, four skills have their own classes. It includes speaking.
Speaking is one of the fundamental skills that students must develop since it is critical for them to communicate in real-life situations. When it comes to learning to talk, most students confront challenges such as lack of confidence, shyness, and quiet, all of which obstruct natural communication. They often make mistakes and reluctant to speak while trying to communicate in English. (Harmer, 2007 p.343-345). In this modern era, teachers usually combined their lessons with any technology tools to improve students' language ability. When someone considers technology in the language classroom, the first thing that comes to mind is computer technology, owing to the fact that computers have become so pervasive in people's daily lives at home and at work. Technology covers everything from audio tapes, to video to such as camera, LCD projector, smartphone, etc. (Brown, 2007, p.196) There is some research on the subject that has been conducted extensively. Anita Noor Masiyeh (2014) conducted a study entitled Improving the Speech Ability of 8th Grade SMP Negeri 3 Depok Yogyakarta Students through Film Use. This study aimed to strengthen students' language skills using the action research method. This study showed that the use of video as an educational medium is effective in effective language activities. Another study by Norwell and Rahayo (2018, pp. 204-218) examined the role of a video-recorded speech task in improving students' oral productive skills. This research aims to investigate the effective of videorecording in improving students' oral production skill. The result reveals the students are happy to do this task. Another one is conducted by Nabila (2019, p. 113-122) entitled Students' Perceptions on Using Video Recording to Improve Their Speaking Accuracy and Fluency. The object of this research to explore the students' perceptions on using video recording to improve their speaking accuracy and fluency. The result shows it has good perception and this medium can be used as medium in improving speaking skill. Previous research has primarily focused on the use of video in affecting speaking abilities in offline classes, which is done directly.
This study is conducted to make differences with the previous studies. This study will focus on exploring students' perceptions of the use of video as medium of learning in speaking class which is implemented in online class. The result will have the differences. From that information, the researcher is interested in describing the students' perspective about the use video as a medium of learning in speaking class.

METHOD
This research used descriptive qualitative research as a research design, because this research analysed and described the topic. The subject of this study was 4 th semester students of English Education IAIN Palangka Raya. There were 3 classes which were involved in this research. Those are A B and D classes. The number of students were 15 students. The students might take speaking class since 3rd semester with the same lecturer. It could be seen the students how was their speaking skill in using video. According to Ary in Sabarun (2014They were selected by the researcher in considering they used video with the same lecturer in 2 semesters (3 rd and 4 th semester) by using purposive sampling. Purposive sampling was used to select the people who took a part in this research. Video was as an object of the study that was analysed by the researcher. The researcher used interview and documentation for collecting the data.

Results
This section covered data findings of Students' Perception of the use of video as a medium of learning in speaking class. ARN also answered: RK also said: "My suggestion in using video recording in speaking class is quite cool. We can probably try to use new media in which the students can directly interact or respond to each other. For example, the lecturer asks the students to make a video with a friend. So, the students don't just interact by themselves. With the partner in speaking, I think it helps the students develop their speaking skills so much that it is better. Moreover, they can be used to have a conversation." UK answered: "In my opinion, it is on submission, which can use another alternative. It can make us speak at will for practicing our speaking, and sometimes we have been practicing our speaking in other times. Maybe we practice it by ourselves. However, when we use a video recording, I think it is challenging that I mustn't make a mistake while recording video. I reckon that it needs to be changed for the other alternatives, such as using YouTube and etc., because in using Gmail, I think it is ineffective. It just has 25 MB of Volume 5, No. 2, March 2022 pp 372-384 capacity maximally. Then, I think sometimes the lecture can provide a dialogue that shows we speak to each other. It means the lecturer provides video dialogue that I am a second person, and I need to answer the question from the speaker on that video. The speaker on that video is an interviewer, and we are as an informer. I think it is more fun than speaking with myself. Therefore, when we have a conversation, it is like real." NFR also answered: "I think the lecturer shouldn't limit the size of the video sent because 25 MB is quite tricky without destroying the quality of the video. I believe that it needs another app that does not has a limitation." TS mentioned: "My suggestion may not only be through video recording but also the lecturer who teaches the subject matter speaking is also very important to convey it in a language that is easier for the students to understand." PYS also mentioned: "It is better to reduce the use of video recording in the speaking class. Better to use video conferencing, which is more inclined towards direct student participation." ARN said: "My personal suggestion for video recording in the Speaking class is that students who take speaking courses must adapt to a new environment. What kind of environment? Like the use of technology media during the Covid-19 pandemic. As a millennial generation, it must be able to adjust to the circumstances and must be flexible in following technological developments." NS also said: "My advice is mmmm…, maybe the deadline can be slightly extended because if the deadline is given on the same day as the assignment, there are often obstacles, and also the students can also have time to prepare the script better." SS stated: "My suggestion, it is better to use video recording more often. So, I can learn more often about pronunciation."

Discussion
This research focused on how of the students' perceptions of the use of video as a medium of learning in speaking class. The area of students' perceptions covered attitude, changes, weaknesses, problems, solutions, advantages and disadvantages, and suggestions. Based on the interview result, it stated that most of the students agreed about the use of video as medium of learning in speaking class. The students who had a positive attitude stated the video was practice, flexible, and effective media. During pandemic covid19, the lecturer provided this media in teaching and learning speaking. El (2018, p. 114) stated Students found videotaping very effective in assessing individual improvement, and for setting goals across the speeches to achieve major public speaking skills development. Although, two students disagreed about the use of video as medium in learning speaking. It was a negative attitude. The students stated it could not increase fluency and lack of interaction. Indriani (2020, p. 63) Social interaction is also necessary for autonomous learning because things that students learn will be constructed through communications amongst others, and it gives more chances for them to make evaluations towards their performances. Kulsiri (2018, p. 51) stated the use of video project result implied that the design of the project and clearly statement of project objectives influence greatly the change in learners and learning outcomes. During using video as a medium of learning, students gained the changes which were pronunciation, vocabulary, fluency, confidence, grammar, and motivation.
(1) Pronunciation, they knew how to pronounce the words correctly.
(2) Vocabulary, they obtained the new vocabulary in each topic.
(3) Fluency, because of repetition while taking video, the students felt that their fluency got improved. (4) Grammar, making transcript helped them to increase their grammar (5) Motivation, it encouraged them to create better video in the next task. Even though the students obtained some changes in using video, they also had weaknesses such as vocabulary, pronunciation, fluency, and grammar.
While conducting the interview, the researcher found some problems occurred in using video, which came from the students and the lecturer. The students mentioned speaking elements, full storage, having an old cell phone, sound disturbance, the connection, thinking about the script, the capacity of Gmail, and a little duration. With these problems, the students had some solutions to overcome them. They overcame it by deleting some documents, practicing their speaking elements and reading, looking for the right timeIt meant the students ensured there were no noises, so they took their video if there were no noises, moving to the other place, making a script helped, borrowing cell phone to the other people, WiFi, compressing their video, and speaking briefly.
Then, the advantages and disadvantages in using video recording. the students obtained both advantages and disadvantages. The students improved speaking elements (vocabulary, pronunciation, fluency, grammar, and confidence), seeing notes, simple media, flexible media, having much time to record, and self-evaluation. Kaewpet (2009) in Sabarun (2018, p. 1) delivered the students' needs depended on many hopes, prediction, and personal judgemental. Those were for the advantages. Kirgoz (2011, p. 10) video-recordings proved to be a very useful learning tool in recording and evaluating the speaking tasks with the learners involved in this study. Although, it provided some advantages in using video. It also had disadvantages that could not be avoided. Those advantages were full storage, lack of interaction, no feedback, lack of speaking knowledge, bad connection, no supervision from the lecturer, needing a quiet place, Not too challenging, students' internal problem (lack of motivation and laziness), and the duration of the video. According to Sabarun (2019, p. 205) Teacher has role in providing feedback to the students.
The researcher found the students had some suggestions in order that teaching and learning using this media was getting better.
(1) The duration of the video, the students asked for extending the duration of the video, it could make the students speak as free as they wanted.
(2) New media which provided interaction, because this media did not provide interaction both students and lecturer. It is needed for creating interaction between them.
(3) Using the other application for sending video, most students had a problem with delivery. They suggested other apps such as Telegram, Google Drive, and YouTube. (4) More explanation from the lecturer, a few students reckoned most students did not understand with the instruction or misunderstood. So that, they required an extra explanation. (5) Preparing themselves meant the students needed to prepare the better performance, for example, practicing their speaking. (6) Reducing the use of video, a few students who disagreed with the use of video wanted the lecturer to reduce the video. Yet, they wanted to have video conferences such as zoom or google meetings. (7) Adjusting the new technology, during covid19, the students might adjust their literacy in technology because teaching and learning used many kinds of technology. (8) The task deadline, the students also suggested the lecturer gave them more time for submitting their video because they did not know what kinds of problems occurred. (9). More often using the video, even though there were students who wanted to reduce the use of video, instead, the other students wanted to have video in their speaking class more often. Finally, even though many students had some suggestions, the other students did not mention the suggestions for using this media. They thought the use of video in the speaking class had been fine in speaking class.
The findings was in line with some previous studies related to this issue. One of study was El (2018, p. 102-118) the research about university students' perceptions of videotaping as a teaching tool in a public speaking course. The result showed the use of videotaping had positive attitude and it was also effective media in enhancing students' public speaking. This present research also had the same result of the students' perceptions of the use of video as a medium of learning in speaking class that the students thought it was effective media because of some reasons as the researcher mentioned above. The difference was from feedback, the students got feedback from the teacher. Although this research did not get feedback from the teacher.
To sum up, the findings was accordance with Gromik (2011, p. 223-230) in cell phone video recording feature as a language learning tool: a case study, Kirgoz (2011, p. 1-13) in a blended learning study on implementing video recorded speaking tasks in tasks based classroom instruction, Orten (2012, p. 133-140) in student perceptions of an educational technology tool: video recordings of project presentations, El (2018, p. 102-118) in university students perceptions of videotaping as a teaching tool in a public speaking course, and Kulsiri (2018, p. 40-54) in students' perceptions of a student-produced video project in the General English Language course at Srinakharinwirot University, Thailand.

CONCLUSION
The finding concluded the students had attitude on the use of video as medium of learning in speaking class. Thirteen students had a positive attitude, and two students disagreed with the use of video which was negative attitude. It showed the use of video was good for learning in speaking class. They liked using the video because the video was practice for the students. Moreover, it supported with the advantages which had been mentioned by the students. It also improved the students speaking skills.