INCORPORATING VIDEO BLOGS (VLOGS) TO IMPROVE SPEAKING FLUENCY IN ENGLISH

This Classroom Action Research study investigates the effectiveness of incorporating video blogs (vlogs) into English language instruction to improve speaking fluency among junior high school students. The study addresses the traditional focus on grammar and writing in Indonesian English education, which often leads to foreign language anxiety and limits students' oral communication skills. By integrating vlogs, the study aims to provide a low-pressure environment for students to practice speaking, thereby reducing anxiety and enhancing fluency. The study involved 30 eighth-grade students from a public junior high school in Indonesia. Using a Classroom Action Research (CAR) approach, the intervention included vlog assignments, peer feedback, and reflective practices. Data was collected through pre-tests, post-tests, observation sheets, student questionnaires, and peer feedback forms. Quantitative analysis showed significant improvements in speaking fluency, pronunciation, and coherence, with mean scores increasing from 2.4 to 4.1 in fluency, 2.8 to 3.7 in pronunciation, and 2.5 to 3.9 in coherence. Qualitative data revealed that 82% of students experienced reduced anxiety, 88% reported increased motivation, and 91% felt their speaking skills improved. The findings align with Vygotsky’s sociocultural theory and Piaget’s theory of cognitive development, emphasizing the role of social interaction and self-directed learning in language acquisition. The study concludes that vlogs are an effective tool for enhancing speaking fluency and reducing anxiety in junior high school students. Recommendations include integrating vlogs into regular speaking practice, encouraging structured peer feedback, and providing clear guidelines to support student autonomy. Future research should explore the long-term impact of vlogs on language proficiency and address potential challenges such as student self-consciousness.