EFL Teachers’ Video Mediated Self-Reflection on the Implementation of Project-Based Learning in Teaching Speaking Skill

Hasanah, Nidaul (2025) EFL Teachers’ Video Mediated Self-Reflection on the Implementation of Project-Based Learning in Teaching Speaking Skill. Undergraduate thesis, UIN KH. Achmad Siddiq Jember.

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Abstract

Video mediated self-reflection was an essential platform for analysing and evaluating teaching process. Trough self-reflective video, EFL teachers would have continuous learning by identifying effective methods and some strategies which need to be improved. Therefore, the mediated of video self-reflection on the implementation of Project-Based Learning in teaching speaking skill had good contribution on educational context. It caused by Project-Based Learning was a method emphasized on student-centered and project-based task. Meanwhile, speaking skill required real-life practice to have a betterment and trough PjBL teachers could train and assess the student’s speaking performance with authentic platform.
This research explored three research questions were: 1) how do EFL teachers reflect on the implementation of PjBL in teaching speaking skill? 2) What challenges do EFL teachers encounter during the implementation of PjBL? 3) What are the advantages of video mediated self-reflection? The research was conducted with two EFL teachers from Senior High School 1 Bondowoso, with qualitative descriptive research design.
The data collected through classroom observation, reflective journal, and document review. Furthermore, the researcher analysed the data by using qualitative data analysis proposed by Miles, Huberman and Saldana which covered data condensation, data display, and conclusion drawing. To ensure the data validity, this research used triangulation and member checking.
The result of the study indicated that 1) EFL teachers reflected that PjBL was an effective method for teaching speaking skill through various projects such as podcast and presentation. Students could better the speaking skill in the forms of fluency to speak English, adding new vocabularies, and having good comprehension about the lesson. 2) Although teachers were encountered some challenges such as time management, materials, and lack of students’ participation. 3) But video mediated self-reflection provided several advantages for addressing these challenges which lead teachers to self-efficacy and the improvement of self-pedagogical.
Keywords: Video mediated Self-Reflection, Project-Based Learning, Speaking Skill.

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