การใช วีดีโอภาษาอังกฤษจากยูทูปพัฒนาทักษะกา - คณะศิลปศาสตร์

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ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม)

วารสารศิลปศาสตร์ปริทศั น์ 1

การใชวีดีโอภาษาอังกฤษจากยูทูปพัฒนาทักษะการพูด ของนักเรียนอาชีวศึกษา วิทยาลัยอาชีวศึกษาสิงหบุรี* ยุพิน บุญบันดล** สุธิดา สุนทรวิภาต***

บทคัดยอ การวิจัยครั้งนี้ มีวัตถุประสงคเพื่อศึกษาการใชวีดีโอภาษาอังกฤษจากยูทูปพัฒนาทักษะการพูด ภาษาอังกฤษของนักเรียนอาชีวศึกษาที่กําลังศึกษาอยูที่วิทยาลัยอาชีวศึกษาสิงหบุรี กลุมตัวอยางที่ใชใน การวิจัย คือ นักเรียนระดับประกาศนียบัตรวิชาชีพ (ปวช.) ชั้นปที่ 1 วิชาคหกรรมฐานวิทยาศาสตร สาขา งานแปรรูปอาหาร จํานวน 1 หองเรียน จํานวนนักเรียน 25 คน ซึ่งไดมาโดยการสุมอยางงาย (Simple Random Sampling) จากจํานวนนักเรียนชั้นปที่ 1 ที่ลงทะเบียนเรียนวิชาภาษาอังกฤษเพื่อการสื่อสาร 1 ประจําภาคเรียนที่ 1 ปการศึกษา 2559 เครื่องมือที่ใชในการวิจัยคือ (1) วีดีโอภาษาอังกฤษจากยูทูป หัวขอการแนะนําตนเอง การพูด เกี่ยวกับอาหาร และวิธีการทําแยม โดยใชรูปแบบการเรียนรูจํานวน 11 สัปดาห จํานวน 22 ชั่วโมง (2) การทดสอบทักษะการพูดภาษาอังกฤษและการตอบคําถามกอนและหลังการเรียนรู (One Group PretestPosttest Design) โดยนําคะแนนที่ไดจากแบบทดสอบการพูดภาษาอังกฤษ กอนและหลังการเรียนรู (One Group Pretest-Posttest Design) มาหาคาเฉลี่ย (Mean) คารอยละของจํานวนเต็ม ( Percentage) และคา เบี่ยงเบนมาตรฐาน (S.D.) ผลการวิจัยพบวา วีดีโอภาษาอังกฤษจากยูทูปพัฒนาทักษะการพูดของนักเรียนอาชีวศึกษา คือ (1) หัวขอระดับคะแนนสูงสุด คือ วิธีการทําแยม คะแนนเพิ่มขึ้นจาก 50.10 ถึง 69.00 เพิ่มขึ้น 18.90 เปอรเซ็นต การแนะนําตนเอง คะแนนเพิ่มขึ้นจาก 69.00 ถึง 83.30 เพิ่มขึ้น 14.30 เปอรเซ็นต และการ พูดเกี่ยวกับอาหาร คะแนนเพิ่มขึ้นจาก 59.70 ถึง 73.90 เพิ่มขึ้น 14.20 เปอรเซ็นตตามลําดับ (2) เกณฑ ทดสอบการพูดคะแนนสูงสุดคือ การออกเสียง คะแนนเพิ่มขึ้นจาก 56.80 ถึง 83.20 เพิ่มขึ้น 26.40 เปอรเซ็นต ไวยากรณ คะแนนเพิ่มขึ้นจาก 53.20 ถึง 68.00 เพิ่มขึ้น 14.80 เปอรเซ็นต ความคลองแคลว ในการพูด คะแนนเพิ่มขึ้นจาก 52.00 ถึง 63.60 เพิ่มขึ้น 11.60 เปอรเซ็นต และคําศัพท คะแนนเพิ่มขึ้น จาก 76.40 ถึง 86.80 เพิ่มขึ้น 10.40 เปอรเซ็นตตามลําดับ ผลคะแนนการทดสอบกอนการใชวีดีโอ ภาษาอังกฤษกับหลังการเรียนรูจากวีดีโอภาษาอังกฤษจากยูทูป สูงขึ้นจาก 59.60 ถึง 75.40 เปอรเซ็นต คําสําคัญ : วีดีโอภาษาอังกฤษจากยูทูป ทักษะการพูด นักเรียนอาชีวศึกษา *บทความนี้เปนสวนหนึ่งของวิทยานิพนธ “การใชวีดีโอภาษาอังกฤษจากยูทูปพัฒนาทักษะการพูดของนักเรียนอาชีวศึกษา วิทยาลัยอาชีวศึกษาสิงหบุรี” หลักสูตรศิลปศาสตรมหาบัณฑิต สาขาวิชาภาษาอังกฤษระดับสูงเพื่อการสื่อสาร บัณฑิตวิทยาลัย มหาวิทยาลัยหัวเฉียวเฉลิมพระเกียรติ อาจารยที่ปรึกษา : อาจารยดร. สุธิดา สุนทรวิภาต **นั ก ศึ ก ษาหลั ก สู ต รศิ ล ปศาสตรมหาบั ณ ฑิ ต สาขาวิ ช าภาษาอั ง กฤษระดั บ สู ง เพื่ อ การสื่ อ สาร บั ณ ฑิ ต วิ ท ยาลั ย มหาวิทยาลัยหัวเฉียวเฉลิมพระเกียรติ ***อาจารยประจําสาขาวิชาภาษาอังกฤษ คณะศิลปศาสตร มหาวิทยาลัยหัวเฉียวเฉลิมพระเกียรติ

ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม)

วารสารศิลปศาสตร์ปริทศั น์ 2

Using English Videos on YouTube to Develop Vocational Students’ Speaking Skills At Singburi Vocational College Yupin Boonbandol Suthida Soontornwipat ABSTRACT The purpose of this study was to investigate the use of English videos on YouTube as a learning tool for developing vocational students’ speaking skills. The samples were 25 first-year Science-Based Technology students in Food Processing program at Singburi vocational college. The study was conducted during the first semester of the academic year 2016. The instruments of the study consisted of (1) English videos on YouTube, which incorporated three topics that were self-introduction, talking about food and how to make jam (2) English speaking tests, the data are collected qualitatively from the Pre and Post speaking tests to compare the students’ score . The data was processed by computing and analyzing the mean score, percentage, and standard deviation (S.D.). The findings showed that the use of YouTube videos for teaching learning process could develop vocational students’ speaking skills. Namely, the highest score on the topic how to make jam rose from 50.10 to 69.00 an increase of 18.90 percent, followed by selfintroduction which rose from 69.00 to 83.30 increased at 14.30 percent and lastly talking about food rose from 59.70 to 73.90 increased at 14.20 percent respectively. The highest score of the performance criteria was pronunciation which rose from 56.80 to 83.20 an increase of 26.40 percent, followed by grammatical range and accuracy which rose from 53.20 to 68.00, an increase of 14.80 percent, fluency and coherence which rose from 52.00 to 63.60, an increase of 11.60 percent and lexical resource which rose from 76.40 to 86.80, an increase of 10.40 percent respectively. As the result, the total score of English speaking tests before using English videos and after using English videos was increased from 59.60 to 75.40 percent Keyword: English videos on YouTube, Speaking skills, Vocational students

ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม)

วารสารศิลปศาสตร์ปริทศั น์ 3

Introduction One of the major expected outcomes in learning English communication is the ability to communicate effectively. The speaking skills are inevitable in preparing students to be competitive in the working world. The Office of the Vocational Education Commission in Thailand has put a lot of stress on the English language, particularly the speaking part. The Office organizes many activities like speech and demonstration competitions every year to look for students who are good at English speaking skills to present about vocational abilities in Thailand and other countries. In addition, the ability to speak English is perceived as the students’ asset when they are applying for a job. However, Thai students have difficulties when they study English because of the differences between English and Thai. The researcher found several problems in vocational students’ English speaking skills which are: 1) fluency; the students made long pauses and could not complete the conversation, 2) lexicon; the students’ vocabulary was limited because they did not know words and phrases to express things they intended to, 3) grammatical mistakes occurred often in plural and past participation verb, 4) pronunciation; errors were found in diphthongs since it is different form their native language. These problems have to be solved but it is possible through the light shining at the end of the tunnel of technology. The new science and technology is advancing rapidly in the present. Thus, the use of technology in the form of online media could be an effective part of the teaching and learning process. YouTube is an onlinet source that educators can apply as a teaching tool for speaking lessons since there are millions of videos on the website about all the matters (GCL Learnfree, n.d.). Everyone is allowed to upload and watch the videos freely anywhere and anytime via internet connection. Furthermore, YouTube is a virtual stimulus to share ideas and thoughts (Hinduja & Patchin, 2008). It also enhances students’ involvement as Sharif (2005) stated that they can be changed from passive to active learners. According to Fill and Ottewill (2006), media should be taken into consideration to dovetail, compliment and enrich and reinforce existing components of teaching. As an aim of the research to come up with an effective way of teaching English speaking skills, the researcher was inspired to use YouTube videos as a method for developing vocational students’ speaking skills.

ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม)

วารสารศิลปศาสตร์ปริทศั น์ 4

Objective The purpose of this study was to investigate the use of English videos on YouTube as a learning tool for developing vocational students’ speaking skills.

Research Methodology Participants of the study The participants were selected via simple random sampling from the first year students who enrolled in English Communication I (2000-9407) during the first semester of the academic year 2016. They were 25 first-year Science-Based Technology students in the Food Processing program at Singburi vocational college. Instruments of the study The instruments of the study were; 1. English videos on YouTube regarding three topics: self-introduction, talking about food and how to make jam. Each topic consisted of two videos, which were consistent with the course syllabus. 2. English speaking tests; the first one was conducted before using English videos and the other was taken after using English videos. The samples were required to answer the questions for each speaking test. Data collection and data analysis The data was gathered qualitatively from the English speaking tests. Each test consisted of three topics relevant to the YouTube videos shown during class: selfintroduction, talking about food and how to make jam. The methodology of the study was divided into three stages: 1) the researcher explained about the objective and instruction of the study. Then, the students took the pre-test and their speaking performance was recorded before learning from the YouTube videos, 2) the students learned from YouTube videos-one topic for three weeks. The duration of learning from YouTube videos was 30 minutes. The other one and a half hour of class time was used for related classroom activities and 3) the students were required to take the post-test and their speaking performance was also recorded . English speaking tests made use of the criteria that were adapted from IELTS (International English Language Testing System). So, this study divided speaking section into four performance criteria with 5 points each: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. The data collected was analyzed

ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม)

วารสารศิลปศาสตร์ปริทศั น์ 5

using SPSS (Statistical Package for the Social Science) and the scores obtained from the pre-test and post-test were compared to determine the improvement of students’ English speaking skills.

Research findings The scores from the pre-speaking test and post-speaking test were compared to examine the development of the students’ English speaking skills and the findings are demonstrated as follows: The summary of Pre-Test on self-introduction, talking about food and how to make jam were demonstrated as follows: Table 1: The mean percentage in pre-speaking test

Topic

Fluency

Lexical

Grammatical

and

resource

range and

Pronunciation

Total

percentage

accuracy

Coherence

Mean

Self-introduction

62.00

86.00

62.40

65.60

276.00

69.00

Talking about food

52.00

76.40

53.60

56.80

238.80

59.70

How to make jam

42.00

66.80

43.60

48.00

200.40

50.10

52.00

76.40

53.20

56.80

238.40

59.60

Mean percentage

Table 1 showed the mean percentage for each learning topic. For the selfintroduction, the mean percentage was 69.00 percent. Then, for talking about food, the mean percentage was 59.70 percent. Lastly, the lowest score received was for the topic of how to make jam. It contained the mean percentage received was 50.10 percent. The students’ mean percentage from the three topics combined were shown regarding performance criteria, ranging from the highest to the lowest; 1) Lexical resource, the mean percentage was 76.40 percent. 2) Pronunciation, the mean percentage was 56.80 percent. 3) Grammatical range and accuracy, the mean percentage was 53.20 percent. 4) Fluency and coherence, the mean percentage was 52.00 percent. The mean percentage of all topics and performances was 59.60 percent.

ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม)

วารสารศิลปศาสตร์ปริทศั น์ 6

The summary of Post-test on self-introduction, talking about food and how to make jam was illustrated as follows: Table 2: The mean percentage in post-speaking test

Topic

Fluency

Lexical

Grammatical

and

resource

range and

coherence

Pronunciation

Total

Mean Percentage

accuracy

Self-introduction

73.60

92.40

77.60

89.60

333.20

83.30

Talking about food

63.60

84.80

66.00

81.20

295.60

73.90

How to make jam

53.60

83.20

60.40

78.80

276.00

69.00

63.60

86.80

68.00

83.20

301.60

75.40

Mean percentage

Table 2 showed the mean percentage of each topic. For self-introduction,

the

mean percentage was 83.30 percent, followed by talking about food, which had the mean percentage was 73.90 percent. Lastly, the lowest score received was for the topic of how to make jam. This yielded the mean percentage of 69.00 percent. The students’ mean percentage from the three topics combined were shown regarding performance criteria, ranging from the highest to the lowest; 1) Lexical resource, the mean percentage was 86.80 percent. 2) Pronunciation, the mean percentage was 83.20 percent. 3) Grammatical range & accuracy, the mean percentage was 68.00 percent. 4) Fluency & coherence, the mean percentage was 63.60 percent. The mean percentage of all topics was 75.40 percent. Comparison between the pre-test and the post-test Based on the pre-test and post-test scores, the percentage score on performance criteria from the three speaking topics increased as follows: Table 3: The result in pre- test and post-test (percentage) Testing

Topic Self-introduction

Talking about food

How to make jam

Pre-test

69.00

59.70

50.10

Post-test

83.30

73.90

69.00

Difference

+14.30

+14.20

+18.90

ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม)

วารสารศิลปศาสตร์ปริทศั น์ 7

As shown in table 3, students’ performances improved the most on the topic of how to make jam with the increased score at 18.90 percent from the pre-test, whereas the increased scores for self-introduction and talking about food were 14.30 and 14.20 percent respectively. The pre-test and post-test scores were compared to show the difference for each performance criterion. Table 4: A comparison of the percentages in pre-test and post-test Testing

Fluency

Lexical

and

resource

coherence

Grammatical Pronunciation

Total

range and

Mean Percentage

accuracy

Pre-test

52.00

76.40

53.20

56.80

238.40

59.60

Post-test

63.60

86.80

68.00

83.20

301.60

75.40

Difference

+11.60

+10.40

+14.80

+26.40

+63.20

+15.80

According to table 4, the total score and percentage significantly increased in the pre-speaking test compared to the post-speaking test. The performance criterion in which the students got the highest improvement was pronunciation, which was at 26.40 percent. In terms of grammatical range and accuracy, the percentage increase was 14.80 percent. For fluency and coherence, the improvement was 11.60 percent and for lexical resource it was 10.40 percent. In accordance with the post-speaking test, the scores for the performance criteria were noticeably higher than those shown in the pre-speaking test.

Conclusion and Discussion The students were required to watch interactive online YouTube videos played in the class as an activity to prompt the students to speak. The students were required to answer 12 questions to two English teachers from Bhutan. The three topics covered in the questions were self-introduction, talking about food and how to make jam. The speaking skills were examined based on four performance criteria: fluency & coherence, lexical resource, grammatical range & accuracy and pronunciation. Referring to this study, the results revealed a mean percentage score at 59.60 in the pre-speaking test. The score did not meet the required percentage of 60 percent to pass English Communication I subject. From this, there were only 13 out of 25 students who could pass the course. In the post-speaking test, all participants could pass the

ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม)

วารสารศิลปศาสตร์ปริทศั น์ 8

minimum passing grade. Moreover, the performance criteria scores in the post-test had improved noticeably. To demonstrate, the data analysis showed that the mean score increased from 11.92 in the pre-test to 15.08 in the post-test. Teaching and learning process can be strengthened through advancement of technology. This research has revealed problems related to students’ speaking skills and confirmed that an effective learning material is needed. This study showed that YouTube videos, an internet application that offers an innovative contribution towards a more efficient method of teaching, could develop vocational students’ speaking skills. This supported Kurniwati (2012) who found positive results of students’ speaking skills in terms of pronunciation, correction of usage, grammar, expression of ideas and fluency and Muhammad Sirrul Muna (2012) who mentioned that YouTube could improve students’ speaking skill and classroom situation related to the improvement of students’ speaking skill. Using the videos from YouTube provided students with many advantages. The

videos provided the clear idea of how English was spoken, so that the students

learned new words, knew how to pronounce correctly and they could even imitate body language. Students could pause or rewind the videos whenever they didn’t understand and use the structures correctly. They could play the videos umpteen times until they understood and perfected it. They were instilled with extra confidence and guaranteed in knowing what they spoke was correct. Its efficiency resulted in improvement in the following speaking skills’ components: fluency and coherence, lexical resource, grammatical range and accuracy and pronunciation. Therefore, the use of YouTube videos is recommended to both educators and learners as one of the effective ways to improve their proficiency in any language of their liking. However, a variety of lessons and videos are needed be carried out. As Burgess, J.E. and Green, J.B. (2009) mentioned that YouTube is one of the most well-known media in the contemporary online environment, and it is the first genuinely mass-popular platform for user-created video. However, it should be kept in mind to carefully select the appropriate videos to fit the education purposes because all teaching materials should be screened ahead of time to ensure they are relevant and useful to the classroom teaching.

Recommendations Based on the major findings, it was recommended that the students should be more engaging and creative during the teaching and learning sessions. In the absence of these, the students would not be capable of developing their skills no matter what

ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม)

วารสารศิลปศาสตร์ปริทศั น์ 9

material was used. Moreover, learning inside the classroom alone is inadequate. They should be enthusiastic to learn outside the classroom as well through the use of technology. The teacher is also a key improvement of students’ knowledge and skills. Thus, the teacher’s teaching method is essential for students by providing the opportunity to practice speaking. The teacher also needs to create interesting and enjoyable learning methods through the use of media such as YouTube. For Singburi Vocational College and other vocational institutions, it is important to set priority on facilities and media to assist teaching and learning methodology. The available facilities can be used for many education purposes, especially speaking skills.

References Burgess J.E. and Green, J.B. (2009) YouTube: online video and participatory Culture.Digital Media & Society. Cambridge: Polity Press.

Fill , K. & Ottewill, R. (2006) Sink or swim: taking advantage of developments in video streaming. Innovations in Education and Teaching International, 43(4):397-408. GCL Learnfree (n.d.). What is YouTube. Retrieved from http://www.gcflearnfree.org/youtube/what-is-youtube/1/ Hinduja, S. & Patchin, J. W. (2008) Personal information of adolescents on the internet: a quantitative analysis of my space. Journal of Adolescence, 31(1):125-146. Technology, 37(E) Dis. 2002:17-28. Kurniawati (2012) Improving Speaking Skill through Audio Lingual Method by Using YouTube Videos. Univeritias Sebelas Maret Surakarta. Muhammad Sirrul Muna (2012) Utilizing YouTube Videos to Enhance Students’ Speaking Skill. Univeritias Sebelas Maret Surakarta. Sharif, R. (2005).PC skills, English crucial, Kong tells grads. Retrieved from http://www.icdl.com.my/news.asp?news=4

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การใช วีดีโอภาษาอังกฤษจากยูทูปพัฒนาทักษะกา - คณะศิลปศาสตร์

ปี ที่ 12 ฉบับที่ 23 มกราคม – มิถุนายน 2560 (ฉบับเพิ่มเติม) วารสารศิลปศาสตร์ปริทศั น์ 1 การใชวีดีโอภาษาอังกฤษจากยูทูปพัฒนาทักษะการพูด ของนักเรียนอา...

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