Explanation Video Project to Improve the Mastery of Intensive Reading Course for English Learners
- 10.2991/assehr.k.220503.091How to use a DOI?
- explanation video project; improve; intensive reading course
This article of the classroom action research (CAR) aims to reveal the steps of teaching learning texts in Intensive Reading by using Explanation Video Project (EVP). The data include information related to the teaching learning process of Intensive Reading, the contents of videos made by students containing comprehensive explanation of the texts taught in Intensive Reading course conducted for nine meetings, pre-test, post-test scores, and various analysis of the strengths and shortcomings of explanation videos made by students. Based on the analysis, the finding shows that the CAR was conducted in four stages: planning, implementation, observation, and reflection, all four of which were carried out in nine meetings and divided into two learning cycles. The first cycle was given in four meetings and the second cycle was given in five meetings. There were three explanation videos for each student for three subjects: interpersonal speech, transactional speech, and simple functional texts. There were five reading practices, which were divided into pre-test, three practice tests, and post-test. The pre-test and post-test scores of 77 students who took the complete test and followed the lecture showed an increase in the average pre-test score from 50 to 59 in the post-test after the third explanation video was made. Besides, the strengths of making explanation videos which include demonstration of students’ good comprehension of the subjects starting from opening, self-introduction, conveying study objectives, and presenting texts by explaining text concepts, text elements, and examples of the text. It also encouraged collaboration amongst students and better production of video with better quality because they receive tutorial for making video from experienced resource persons. On the other hand, the shortcomings of video making process comprised of incomplete self-introduction, lack of detail in explaining the meaning of text, videos often did not follow teacher’s instructions, and incomplete text content. The reflection of second cycle results was extremely beneficial as a basis for continuing Intensive Reading course by implementing other projects that can increase students’ vocabulary to enhance their text comprehension.
- © 2022 The Authors. Published by Atlantis Press SARL.
- Open Access
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Cite this article
TY - CONF AU - Dwi Haryanti PY - 2022 DA - 2022/05/14 TI - Explanation Video Project to Improve the Mastery of Intensive Reading Course for English Learners BT - Proceedings of the International Conference of Learning on Advance Education (ICOLAE 2021) PB - Atlantis Press SP - 854 EP - 861 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.220503.091 DO - 10.2991/assehr.k.220503.091 ID - Haryanti2022 ER -