Exploring Video Project Assignments as an Innovative Approach to Speaking Activities in Junior High School

Bunga Anisa; Irra Wahidiyati

Authors

Bunga Anisa English Education Study Program, UIN Prof. K.H Saifuddin Zuhri, Purwokerto
Irra Wahidiyati English Education Study Program, UIN Prof. K.H Saifuddin Zuhri, Purwokerto

Keywords:

Project-Based Learning, Video Project Assignment, Speaking Activity, English Language Learning, Learning Challenges

Abstract

This study was motivated by the integration of technology into English language learning through video project assignments, which can support students’ development of speaking skills in creative and reflective ways. The study aimed to describe the implementation of video project assignments among eighth-grade students in class VIII H at SMP Negeri 1 Purwokerto and to identify the challenges encountered during the process. This study employed a descriptive qualitative approach, with data collected through classroom observations, interviews, and documentation. The findings revealed that video project assignments were implemented as part of Project-Based Learning (PBL) through eight stages: choosing the project topic, pre-communicative activity, asking essential questions, designing the project plan, creating the project timeline, finishing the project, assessing the project results, and evaluating the project. Several challenges were identified, including difficulties aligning learning objectives with the project, low student participation in group work, differences in English proficiency and self-confidence, and limited time to complete the project. In conclusion, video project assignments encouraged students’ active engagement in English-speaking activities through collaboration, idea sharing, and practice in authentic contexts.

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