The Effectiveness of Video Scribe Sparkol on EFL Students’ Grammar Ability
Abstract
Grammar is one of the most important aspects as it integrates with four language skills, and it enhances the learners’ fluency. However, some students still get difficulty in understanding the grammar patterns and difficulty in composing grammatical sentences. One of the methods that can be implemented in teaching grammar is Video Scribe Sparkol. This study intends to determine whether or not the employment of Video Scribe Sparkol influences students' grammatical skills. This quantitative-experimental research involved the investigation of two classes; experimental and control.  The experimental class was given treatment by using Video Scribe Sparkol, while the control class was taught conventionally (without using any media). The experimental class's SPSS data indicated that a  pre-test average score was 68.15,  and the post-test average score was 83.23. It indicated a  highly significant improvement in the experimental class's score. Meanwhile,  the average score of the control class's pre-test was  70.96,  and their post-test average score was 78.09. As the significance sig. (2 tailed) of the Independent Sample t-test was  0.027 < 0.05, which means that the null hypothesis (H0) is rejected. Thus, there is a significant difference between the average score of the experimental and the control class. The results revealed that Video Scribe has a significant impact on learners’ grammar ability, and it can motivate and engage them in grammar activities due to interesting images, animations, and audiovisuals on its features. Thus, further researchers need to investigate the students’ motivation toward this method.
Full text article
References
Air, J., Oakland, E., & Walters, C. (2015). The secrets behind the rise of Video scribing (2nd ed). Sparkol Ltd.
Aksoy, G. (2012). The effects of animation technique on the 7th grade science and technology course. Creative Education, 3(3), 304–308. https://doi.org/10.4236/ce.2012.33048
Fithriani, R. (2018). Communicative game-based learning in EFL grammar class: suggested activities and students’ perception. JEELS (Journal of English Education and Linguistics Studies), 5(2), 171–188. https://doi.org/10.30762/jeels.v5i2.509
Harmer, J. (2007). The Practice of English Language teaching (4th ed). Longman.
Isyam, A., & Zainil, Y. (2017). Meningkatkan kemampuan ‘Grammar’ mahasiswa jurusan bahasa Inggris FBS UNP secara lisan dan tulisan. Lingua Didaktika: Jurnal Bahasa Dan Pembelajaran Bahasa, 4(1), 1–17. https://doi.org/10.24036/ld.v4i1.7389
Joyce, B., Calhoun, E., & Hopkins, D. (2009). Models of learning tools for teaching (third edit). Open University Press.
Kumar, M. A. S. (2019). Use of VideoScribe application in teaching: A comparative study. International Journal Clinicopathol Correllation, 3(1), 19–21. https://doi.org/https://www.ijcpc.org/text.asp?2019/3/1/19/261648
Maulina, U., Pahamzah, J., & Hikmah, S. (2019). Attractive learning media to cope with students’ speaking skills in the industry 4.0 using Sparkol Videoscribe. International Journal of Linguistics, Literature and Translation, 2(5), 132–140.
Munawarah, R. Al. (2019). Sparkol Videoscribe sebagai media pembelajaran. Jurnal Inspiratif Pendidikan, 8(2), 430–437. https://doi.org/10.24252/ip.v8i2.12412
Nurrahmatiah, S. (2010). Improving the students’ grammar ability through EGRA (Exposure, Generalization, Reinforcement, Application) method of the second year students of SMP Moncoloe Makassar. Universitas Islam Negeri Alauddin Makassar.
Pahmi, & Syahfutra, W. (2019). Development of learning media using VideoScribe for the subject of present continuous tense. Lectura Jurnal Pendidikan, 10(2), 184–197. https://doi.org/10.31849/lectura.v10i2.3129
Rao, P. . (2019). The Importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal(ACIELJ), 2(2), 6–18.
Razali, N. ., & Yap, B. W. (2011). Power comparisons of Shapiro-Wilk, Kolmogorov-Smirnov, Lilliefors and Anderson-Darling Tests. Journal of Statistical Modeling and Analytics, 2(1), 21–33.
Rosdiana, R., Al-Fahad, M. F., Mukhtar, R. H., & Efendi, R. (2021). Implementation of learning media by using the Videoscribe application: Sparkol in developing competency of elementary school teachers. KaPIN Conference, 295–304.
Sessu, A., Sahlan, & Laepe, A. (2018). The effectiveness of Video Scribe in teaching English at SMPN 1 Molawe Konawe Utara. Journal of Language Education and Educational Technology, 3(1), 1–11. https://doi.org/10.33772/jleet.v3i1.6666
Shalikhah, N. D., & Mardiana, T. (2019). Edutainment with Video scribe in thematic learning. Journal of Physics: Conference Series, 1–8. https://doi.org/10.1088/1742-6596/1517/1/012058
Subasini, M., & Kokilavani, B. (2013). Significance of grammar in technical English. International Journal of English Literature and Culture, 1(3), 56–58. https://doi.org/10.14662/IJELC2013.022
Wulandari, D, A. (2016). Pengembangan media pembelajaran Sparkol Video Scribe dalam meningkatkan minat belajar siswa pada mata elajaran IPA materi cahaya kelas VII di SMP Negeri 01 Kerjo tahun ajaran 2015/2016. Universitas Negeri Semarang.
Yani, M., Shahril, S., Putra, R. W. Y., & Simatupang, A. T. (2020). Sparkol learning media: Is it effective to improve students’ Mathematical understanding? Indonesian Journal of Science and Mathematics Education, 3(3), 329–335. https://doi.org/10.24042/ijsme.v3i3.5240
Authors
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work