THE USE OF VIDEO-RECORDED TASKS TO IMPROVE YOUNG LEARNERS SPEAKING SKILL IN THE STAR ENGLISH COURSE AT KAMPUNG INGGRIS PARE

This study explores the types, implementation, strengths, and weaknesses of video-recorded tasks for young learners to improve speaking skill. This research was applied using a qualitative approach, specifically a case study. The subjects of this study are three teachers of the Star English course, Kampung Inggris, Pare. Data were collected through in-depth interviews and document. Moreover, the findings revealed that the types of video-recorded tasks implemented are closed and open tasks, focused and unfocused tasks, pedagogic tasks, technology-mediated tasks, and output-based tasks. The implementation of video-recorded tasks involves choosing an appropriate topic, selecting suitable materials, formulating instructions, allocating the instruction of the task, guiding students in doing task, monitoring student's submission, evaluating student's performance, and organizing follow-up activities. The strengths of the task are improving students’ confidence, giving them additional space to practice English, and being a medium to control student’s competence. On the other hand, the weaknesses are time-consuming and challenging for students. Furthermore, this study concludes that utilizing video-recorded tasks can be beneficial in enhancing the speaking abilities of young learners. Practical insights are available for educators to improve students speaking skills by incorporating technology into task-based language teaching.