“Do It Yourself Video”:

Equipping Indonesian EFL Teachers with DIY Video Creation Skill

Sajidin, Nia Kurniawati, Dian Ekawati, R. Nadia R. P. Dalimunthe, Aan Hasanah

UIN Sunan Gunung Djati Bandung, Jl. A.H Nasution No. 105 Cipadung, Bandung, Indonesia

Keywords: Teacher professional development, DIY Video

Abstract: The research is aimed at equipping in-service English teachers a DIY video creation skill through a

workshop and exploring their perception of ICT integrating into English teaching. DIY Video is useful to

help students learn independently. To achieve them, an exploratory case study was employed. The research

involved eight in-service teachers of Islamic Junior High Schools. To understand the teachers’ prior

perception and experience of ICT, a questionnaire is distributed before the workshop. To support the

questionnaire data, class observations are done. In addition, during the workshop, the observation was

conducted to see the implementation. The workshop is also followed by a reflection section. Based on the

collected data, this research concludes that 1) DIY instructional videos were successfully constructed after

the training; with different levels of complexity among the participants: a) older participants were more

struggling to construct the video; b) young participants could construct the video independently; and, (c) a

half of participants could construct it with some assistance from the instructors (the trainer and facilitators);

2) some problems were encountered during the construction, however; the collaboration among the

instructors could cope with all the problems; 3) all participants positively responded to the use of DIY Video

for promoting independent learning among students of Junior Secondary Schools. The research recommends

a further accompaniment to strengthen the teachers’ skill.

1 INTRODUCTION

The demand of 21st century requires all elements

including teachers to have the Information

Communication Technology (ICT) ability since it

provides more student-centered activities and

emphasizes the learning from content to the

development of competence and performance (Noor-

Ul-Amin, 2013). Therefore, the focus of this research

was to equip in-service language teachers’ with DIY

video creation skills through a workshop and to

explore their perception of ICT-integrated learning

before and after the workshop. The process of the

research does not only involve the training but also an

understanding of teachers’ before-and-after

perception and experience of ICT use in language

teaching and learning.

2 THE NEED OF TECHNOLOGY

IN ENGLISH CLASSROOM

2.1 ICT for 21

Century Teaching of

English

The development of teacher’s competence in terms of

the use of ICT for learning is important for several

reasons. First, ICT skills are skills that are required to

be absolutely possessed by students to survive in the

21st century. The skill of using technology in the

classroom by teachers is believed to help improve the

learning process (Voogt et al., 2011) and provide

direction for problem solving. Second, the teachers’

ICT ability becomes one of the indicators of the

competent teachers. Good teaching makes a different

learning (Walter and Briggs, 2012). How teaching is

carried out will greatly affect the learning process

experienced by students. Third, the implementation of

ICT provides a different atmosphere to students and

teachers where classes become more flexible — the

time for teaching and learning becomes longer — and

556

Sajidin, ., Kurniawati, N., Ekawati, D., Dalimunthe, R. and Hasanah, A.

“Do It Yourself Video”: Equipping Indonesian EFL Teachers with DIY Video Creation Skill.

DOI: 10.5220/0008221700002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 556-560

ISBN: 978-989-758-416-9

more unlimited interactions (Sánchez et al., 2012).

Fourth, the teacher's skill in using technology needs to

be a priority because the more skilful the teacher in

using technology, the better the quality of the class:

"both teacher and age affect the quality of teaching

(Sánchez et al., 2012). The integration of technology,

multimedia, and ICT makes the learning process more

increasing and improving (Bilyalova, 2017; Umar and

Yusoff, 2014).

Although the use of technology and ICT is a

necessity in many countries such as Malaysia and

Spain (Gil-Flores et al., 2017a; Sánchez et al., 2012;

Umar and Yusoff, 2014) to meet the demands of the

21st century, some research shows that the real ability

of teachers in ICT is still relatively weak or "low"

(Umar & Yusoff, 2014). Whereas teachers with the

ability to teach by using technology effectively in the

classroom make the classroom an attractive space

during the learning process (Fitriyadi, 2015).

Furthermore, Barber and Mourshed (2007)

reveal three factors that can help the students produce

good outcomes (a) they get the right people to

become teachers, (b) they develop these people into

effective teachers, (c) they put in place systems and

targeted support to ensure that students were able to

benefit from excellent instruction. The results of the

learning process are strongly influenced by teacher

qualifications and competencies, because qualified

and competent teachers can present effective and

efficient learning.

2.2 Video for Learning

Lanfrord (2014) identifies six reasons why English

teachers must use videos in their classes. First, video

is the most suitable medium for the younger

generation. This opinion takes into account the rapid

growth of social media and video and live video-

based technology globally, such as Skype, iPad,

YouTube, Snapchat, and Instagram, whose users are

majorly young people. Video is not a form of passive

entertainment, but an interactive mode of

communication and information that is very likely to

be accessed every day.

Second, the video is able to bring the outside

world into the classroom. This video is authentic

learning material - real-world portraits - that can be

adapted for education.

Third, videos involve students in the learning

process. Some teachers think video is an

entertainment not an education. However, the fact

that video has text - a source of information - and we

make learning related to videos embedded will help

students improve their language skills.

Fourth, video is a very good source of

information. Learners of English - especially English

for academic purposes - are often required to carry out

research projects. Movies and videos can be excellent

sources of information. Visual input on video

supports audio input (language), and even this

effectively supports the understanding of students at

low levels.

Fifth, videos offer stimuli for class activities.

Video can be a reference point for students' critical

thinking skills; for example, in evaluating an

advertisement, in considering whether supporting

details are valid or not.

Sixth, video is a good model for student language

output. In addition to being a good input and source

of material in teaching and learning activities, video

becomes a model that is subsequently produced by

students in their language.

Video, in broader scope, can provide various

benefits whether the video is used as a learning

material or a form of activity in the classroom. The

activities in this study will only focus on the role of

video as learning material made by teachers because

the program aims to develop teacher competencies,

which will then improve the quality of their students.

Videos used in teaching and learning activities

can actually be obtained by downloading from other

sources on the internet or made by teachers or

students for various purposes in teaching and learning

activities. Videos obtained from other sources are

easy to obtain, but it is not easy to get videos that fit

the context and needs of the class. Many videos need

to be adapted in order to be able to accept those

contexts and needs.

Videos that are made by the teacher or students

do require special time to produce them. However,

the video departs from the context and needs of the

class. so that the benefits are more maximal. Videos

can be made simply by recording yourself using a

camera, or by using applications such as Articulate

StoryLine, Active Presenter, Icecream Screen

Recorder, or Screencasitfy to make videos more

interactive and interesting.

Making and implementing the right one will

make the video motivate students to learn strongly

(Whatley & Ahmad, 2007). Videos can involve

students in active learning because video shows

various forms of multiple literacy. Videos use several

modes for sending content and emotional appeal to

viewers (in this context students or learners).

According to multiple literacy theory, an individual

has, with various strengths and preferences, at least

eight discrete intelligences: linguistic language,

mathematical logic, spatial, musical, kinesthetic,

“Do It Yourself Video”: Equipping Indonesian EFL Teachers with DIY Video Creation Skill

557

interpersonal, intrapersonal and naturalistic (Gardner,

2006). This intelligence is then stimulated by video.

3 METHODS

3.1 Research Design

This study is an effort to provide services to the

community based on in-depth investigation. This

study is a case study because this study portrays

phenomena that occur in a group of individuals

(Merriam, 1998; Starman, 2013). This study explores

the phenomenon of strengthening the making of

learning videos in a group of Islamic Junior High

School teachers in one school in West Java Province.

This study also provides a "comprehensive

description of individual case and its analysis"

(Starman, 2013) in the form of descriptions of teacher

achievements and their responses after the training

process for preparing learning videos and their

mentoring process.

3.2 Reserach Site and Participants

The research site is an Islamic Junior High School in

in Garut Regency, West Java Province. This location

was chosen for several reasons. First, the results of

preliminary observations indicate that most teachers

in this location who teach at the age of 23-25 years

are classified as young teachers who belong to the

"Digital Natives." Regarding this, previous research

shows that skills in using information technology are

closely related to age factors (Umar and Yusoff,

2014). Six out of 8 English teachers who become the

participants of the research are young teachers with

0-5 years of teaching experience. Second, the results

of the initial survey show that young teachers,

especially young language teachers, are at the level of

(a) "beginners" (6 out of 8 persons) who are able to

perform basic functions in a limited number of

computer applications, (b) “new comer” (1 out of 8

persons) has tried to use computer technology, but

still needs regular assistance, and (c) "on average" (1

out of 8 persons) shows general competence in using

a number of applications. The survey was conducted

using a questionnaire adapted from a questionnaire

developed by Tinmaz (n.d).

Meanwhile the participants in this study are

grouped according to the needs and focus of the

study. First, for video-making workshop as learning

media, all teachers who teach diverse subjects are

required to attend workshops. This is intended to

introduce the making and use of video as a learning

medium to them so that in the end it is expected that

there will be a change in the teachers’ mind set who

tend to consider that "technology is difficult." The

teachers are given inspiration and skills to create

interesting classrooms through technology. For this

workshop session, 40 teachers from all fields of study

attended the workshop. Second, to explore the

benefits of using technology more

comprehensively—specifically for language

teachers—10 language teachers of English,

Indonesian, and Arabic were explored with the

experience of using learning videos before the PKM

and their response to the process of making this

learning video. Third, for monitoring the DIY Video

implementation in the classroom by teachers, the

focus is directed at monitoring 4 English teachers.

3.3 Data Analysis

As a case study, this study combines analysis of data

qualitatively and quantitatively in the form of simple

statistics such as the use of percentages (Starman,

2013) especially for presenting data taken from

questionnaire results. Qualitative data is processed

and presented with reference to the processing and

analysis of data: prepare and organize the data for

analysis, explore and code the data, code to build

descriptions and themes, represent and report

qualitative findings, interpret the findings, validate

the accuracy of the findings (Creswell, 2012).

4 RESULTS AND DISCUSSION

This workshop involves includes a questionnaire

distribution and class observation to know the

teachers’ prior perception and experience in the

integration of ICT in teaching. The training is also

followed by a reflection section. This section is

important to understand the trained participants’

perception

during and after the training. The complete

activates of the training phase are illustrated in Figure

Figure 1: Training Phase

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

558

4.1 Questionnaire and Class

Observation

The questionnaire is distributed to 8 English

teachers. However, only 11 teachers submitted their

feedbacks. Table 1 presents the teacher’s perception

on the (possible) use of technology in the classroom.

Table 1: Teachers’ Perception

No Items

Teachers’

Perception

Improving students’

academic achievement

Agree:

Quite agree:

Less disagree:

Promoting

students’

team

work

Agree:

Quite agree:

Less agree:

Compounding

class

management

Quite agree:

Less agree:

Less disagree:

Quite disagree:

Disagree:

Promoting students’

communication skills

Agree:

Quite agree:

ICT-based teaching media

as valuable instructional

tools

Agree:

Quite agree:

Less disagree:

Integration of ICT

and

teaching

consuming

time

too

much

Agree:

Quite agree:

Less agree:

Less disagree:

Integration of ICT

and

teaching

engaging

students

to the

class better

Agree:

Quite agree:

ICT-based

teaching

media as

too

expensive

instructional

tools

Agree:

Quite agree:

Less agree:

ICT-based

teaching

media

increasing

students’ stress

and

anxiety

Quite agree:

Less agree:

Less disagree:

Quite

Table 1 shows that the teacher believes that the

use of technology in the classroom will (a) improve

students’ academic achievement, (b) increase

students’ ability to work in team, (c) enhance

students’ communication skill, (d) improve students’

engagement. This indicates that the teacher has a

positive belief of ICT-integrated teaching.

However, the teachers point out that the use of

technology in the classroom will cause some

problems, especially related to (a) preparation time,

(b) energy and money consuming. Nevertheless, they

still believe that the implementation of technology

(video) in learning is beneficial. It will not cause

students’ stress and anxiety.

From the observation, the teachers’ experiences

of ICT-integrated teaching are very low. The teachers

have limited experiences in using simple technology

to communicate ideas or simply send emails to others.

They argue that emailing is not a necessary. Most of

the teachers never use projector or slides for teaching.

The rest (the young teachers) claim that they use

projector or slides quite often.

4.2 Workshop: Developing DIY

Instructional Videos

The workshop is carried out through several stages.

First, this training begins with a socialisation of ICT

importance in teaching and learning process. It

prepares the teachers to have a “positive attitude”

towards the use of technology for their learning

(Sánchez et al., 2012). Their positive attitude will

construct their belief to compile and develop video as

learning media (Gil-Flores et al., 2017b).

The next section is a confirmation phase. This is

the initial dialogue session before entering into the

video compilation. This session began with the

question (a) “Do you know Active Presenter [the used

software to compile video]?” (B) “Have you ever

used Active Presenter?” All of the participants stated

that they did not know and had never used Active

Presenter before. This is in line with the findings of

the questionnaire and observation that the teachers

generally have never used simple technology in their

teaching.

Third, the trainer begins to explain the features

of Active Presenter. The teachers looked enthusiastic

even though they seemed still confused at first. The

young teachers – digital natives – were easier to

follow the guidelines. However, the older teachers –

digital immigrants – experienced difficulties from the

start. Through the facilitators’ help, the older teachers

successfully followed all the materials.

Fourth, the trainer explained and also made an

instructional video together with all of the

participants. Until the final stage, various obstacles

were faced by teachers. They required more personal

assistances directly from the facilitators.

In general, from the workshop observation, the

teachers could follow the trainer’s directions well.

Moreover, there are several other factors that caused

the workshop running more smoothly than expected.

First, the use of grouping – 3 teachers for 1 laptop –

“Do It Yourself Video”: Equipping Indonesian EFL Teachers with DIY Video Creation Skill

559

is proven to be more effective and also reduced the

pressure on the mentality of the teachers who had

never used a laptop before. Secondly, the instructions

delivered more slowly make the teachers’ better

understanding.

4.3 Reflection

In general, the teachers respond positively to the

workshop process. The teachers stated that it was the

first time they had been given a workshop. It was not

easy but, in the end, they could make their own video.

From the facilitators’ perspective, they stated that the

workshop would be more effective if it was carried

out in small groups. Grouping also needs to focus on

the composition of digital natives and immigrants.

5 CONCLUSIONS

This present research is actually promising to be

implemented in other parts in Indonesia since the

findings show that the training of DIY Video can

enhance the teachers’ ability in using ICT and change

their paradigm of ICT-integrated teaching. This

research can greatly contribute to the work of

teachers’ training in ICT program and the finding

suggest that training or workshop is better

accompanied by mentoring to the classroom in order

to have significant impact to the program.

ACKNOWLEDGEMENTS

This study is fully funded by The Institute of

Research and Community Service of UIN Sunan

Gunung Djati Bandung.

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