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Nanda Nauri
Universitas Muslim Nusantara Al-Wasliyah, Medan, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Developing Speaking Learning Materials Through Video Blogging for 8th Grade Students Nanda Nauri; Asnawi
International Journal of Educational Research Excellence (IJEREC) Vol. 6 No. 1 (2027): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijerec.v6i1.1927

Abstract

This research and development study aimed to develop and evaluate speaking learning materials integrating video blogging (vlogging) within a Project‑Based Learning (PBL) framework for eighth‐grade students at SMP Swasta IT Ad Durrah, Medan. The ADDIE model (Analysis, Design, Development, Implementation, Evaluation) guided the systematic design of a vlog‑based speaking module targeting fluency, pronunciation, vocabulary, accuracy, and organization in oral presentations. Needs analysis through classroom observation, teacher interviews, and student questionnaires revealed that speaking instruction was dominated by textbook‑based drills, limited authentic practice, and low learner confidence, despite high student interest in technology‑mediated activities. Product development produced a multi‑unit module including model vlogs, guided speaking tasks, scaffolded project stages, and performance rubrics aligned with the junior high school curriculum. Expert validation data indicated that the materials met criteria of content validity, language clarity, presentation quality, and media feasibility, with an overall mean score of 4.65 categorized as “very feasible.” Implementation with 60 students showed substantial gains in speaking performance: the mean score increased from 66.8 (pre‑test) to 82.9 (post‑test), with a mean gain of 16.1 and a paired‑sample t‑observed value of 12.45 exceeding t‑table 2.04 at the 0.05 significance level. Qualitative findings further indicated increased motivation, confidence, and engagement. These results suggest that vlog‑based, PBL‑oriented materials are valid, practical, and effective for enhancing lower secondary EFL learners’ speaking skills.
Co-Authors Asnawi