The Effectiveness of Using Self-Video Recording towards Students’ Speaking Performance at MTsN 2 Solok


  • Luthfi Azhaar Driane UIN Sjech M. Djamil Djambek Bukittinggi
  • Merry Prima Dewi UIN Sjech M. Djamil Djambek Bukittinggi
  • Yuli Desnita MTsN 2 Solok



Self-Video Recording, Speaking Performance, Effectiveness


This research aims to expose the effectiveness of using Self-Video Recording toward students’ speaking performance. There are several problems that had been found in this research. Firstly, students’ speaking scores were not satisfied yet. Secondly, students felt difficult to acquire foreign language speaking skills due to their insecurity and lack of confidence. This was descriptive-quantitative research. The population of this research was all the students in the 2nd grade of MTsN 2 Solok. The researcher applied the technique of purposive sampling to determine the sample which was class VIII-A and VIII-D included 56 students. Documentation was used as the method of data collection. Results indicated that self-video recording is very effective for teaching speaking English. The rating quality was very effective with a mean score of 83.69 and a proportion of students between 81-100%. Based on the result of the study, the self-video recording is very effective in teaching speaking in the 2nd grade of MTsN 2 Solok.


Anh, D. T. N., Thinh, N. Van, & Nga, P. T. (2022). Utilizing Video Recording to Develop EFL Student’s Speaking Skills. International Journal of Linguistics, Literature and Translation (IJLLT), 63–71.

Binnedyk, S. (2021). Facilitating Students’ Speaking Skill Achievement Using Self-Recorded Presentation. International Journal of Education, Information Technology and Others (IJEIT), 4(3), 389–399.

Buckley-Walker, K., Tognolini, J., Lockyer, L., Brown, I., & Caputi, P. (2017). Evaluating the validity of the online multiliteracy assessment tool. Australian Journal of Education, 61(3), 305–327.

Gunawan, M. A. (2015). Statistik Penelitian Bidang Pendidikan, Sosial dan Psikologi. In Parama Publishing.

Knoll, M. (2014). Using Video-Based Self-Assessment to Develop Effective Conferencing Skills. Global Education Review, 1(3), 78–92.

Kondal, B., & Prasad, V. D. (2020). Effectiveness of Video Recording towards Developing Speaking Skills. Waffen-Und Kostumkunde Journal, October.

Mekheimer, M. A. A. G. (2011). The Impact of Using Videos on Whole Language Learning in EFL Context T he Use of Subt it led Movies for Vocabulary Acquisit ion in ESP Set t ings: Insight s from an Experiment …. Arab World English Journal, 2(2).

Ozkan, S. Y. (2013). Comparison of Peer and Self-video Modeling in Teaching First Aid Skills to Children with Intellectual Disability on JSTOR. Education and Training in Autism and Developmental Disabilities, 48(1), 88–102.

Phi Ho, P. V., & Thanh Hong, N. T. (2019). The Effects of Peer-Video Recording on Students’ Speaking Performance. International Journal of English Linguistics, 9(4), 178.

Richards, J. C. (2002). Language teaching. In Language Teaching (Vol. 35, Issue 4).

Sari, D. R., & Amrozi, F. (2020). Analisis Efektivitas Pembelajaran Jarak Jauh (PJJ) Di Politeknik Penerbangan Surabaya (Studi Kasus Saat Terjadi Wabah Covid-19). Jurnal Penelitian Politeknik Penerbangan Surabaya, 5(2), 1–10.

Suadi, S. S. (2020). Improving Students’ English Speaking Skill By Using Their Speaking Video Recording. SALEE: Study of Applied Linguistics and English Education, 1(01), 1–10.

Yeh, H. C. (2018). Exploring the perceived benefits of the process of multimodal video making in developing multiliteracies. Language Learning and Technology, 22(2), 28–37.




How to Cite

Driane, L. A., Dewi, M. P., & Desnita, Y. (2022). The Effectiveness of Using Self-Video Recording towards Students’ Speaking Performance at MTsN 2 Solok. JURNAL JENDELA PENDIDIKAN, 2(04), 519–528.