Abstract
Video-stimulated reflection has long been used in teaching and learning. One of the uses of video-stimulated reflection is in learning the English language. For this reason, this paper discusses students' perceptions in a private university in Jakarta, Indonesia, about applying the method of video stimulated-reflection as a learning strategy to increase speaking performance. There are two objectives in this study. The first objective was to reveal what is the EFL students' perception of video-stimulated reflection. The second objective was to know to what extent the video-stimulated reflection method helps students to enhance students speaking performance. Data were collected via journal reflection and interview. The data were analyzed by content analysis of the qualitative data. Four students of the private university were recruited to participate in this study. They were asked to record their speaking activities and complete journal reflection to capture their voice toward video-stimulated reflection. At the end of this research, an interview was also delivered by these students. The findings show that most students perceived positively toward video stimulated-reflection. Moreover, this study shows the strengths and weaknesses of video reviews; the problem faced when making the video, the aspect that needs to be improved, the efficiency of video stimulated-reflection, and students' focus when viewing the video. The findings are useful for EFL students involved in learning the use of video-stimulated reflection to enhance speaking performance. Keywords: video stimulated-reflection; speaking performance; perception of students EFL
Highlights
Reflection is an activity to look back on self, in which individuals engage in-depth thinking to selfevaluate the strength and limitation
The results suggest that the project strengthened English foreign language (EFL) students' public-speaking skills, built their optimism in English speaking, and empowered them to develop their own education process and methods
The study results demonstrated the strengths of video review
Summary
Reflection is an activity to look back on self, in which individuals engage in-depth thinking to selfevaluate the strength and limitation. Arp (2016) notes reflection is regarded as an activity that, through metacognitive thinking, may enable students to grow their consciousness Along with this growth, Rosalina et al, (2019) note reflection is an aspect of selfevaluation to observe others' strengths and limitations, which are interrelated in thought and movement. A study by Chien et al, (2019), In comparison to the non-peer-assessment-based video-stimulated reflection approach, investigate whether learning with the peer assessment approach in video-stimulated reflection will improve students' Englishspeaking performance learning enthusiasm, and critical thinking and decrease their English learning anxiety. The findings show that the peer-assessment-based SVVR approach had more beneficial effects on pupils' Speaking English, learning motivation, and critical thinking, and decreasing their Learning English anxiety when opposed to the non-peer-assessment-based SVVR method.
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