Assessing Self-Confidence Levels Among Students Engaged in Dubbing Video Activities
DOI:
https://doi.org/10.61455/sicopus.v3i03.383Keywords:
dubbing video, self-confidence, english language learning, student motivation, multimedia learningAbstract
Objective: This study aims to assess the impact of dubbing video activities on students’ self-confidence levels. Theoretical framework: This study is based on Bandura’s theory, which emphasizes self-confidence as a crucial factor in students’ ability to maximize their performance in the teaching and learning process. However, a low level of self-confidence remains a persistent challenge, particularly in Indonesia, where language anxiety and fear of making mistakes hinder students from expressing themselves. Literature review: This study includes a study of the effectiveness of using dubbing video as the learning media in increasing students’ self-confidence levels using a questionnaire based on three indicators of Lindefield and Lauster’s theory. Methods: Using a pre-experimental one-group pretest-posttest design, the research involved 30 ninth-grade students at a junior high school in Mumbulsari, East Java. Students completed a self-assessment questionnaire using a 5-point Likert scale before and after the treatment. Result: The results show a significant improvement in students’ self-confidence after participating in the dubbing video activities. The mean score increased from 79.93 (pretest) to 90.67 (posttest). The data were normally distributed, linear, and allowed for valid parametric analysis. A paired sample t-test revealed a significant difference with a p-value < 0.001, indicating that the dubbing video activity had a statistically significant positive effect on students’ self-confidence. Implications: Overall, dubbing video activities are effective in enhancing students’ self-confidence. They offer a creative, low-anxiety environment that encourages expression and builds learners’ belief in their ability to use English successfully. Novelty: This study emphasizes and focuses on the vital aspect that students should master before mastering another aspect of learning English. This study also proposes dubbing video as a learning medium to be a new technological approach to increase students' confidence levels.
References
E. F. Ferro et al., “Self-perception of the level of achievement of the Disciplinary and Pedagogical Standards in physical education students of two universities in Santiago de Chile,” Retos, vol. 48, pp. 197–206, 2023, https://doi.org/10.47197/retos.v48.94589.
H. Akram, Y. Yang, N. Ahmad, and S. Aslam, “Factors Contributing to Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan,” Int. J. English Linguist., vol. 10, no. 6, p. 335, 2020, https://doi.org/10.5539/ijel.v10n6p335.
J. Crocker, A. T. Brook, Y. Niiya, and M. Villacorta, “The pursuit of self-esteem: Contingencies of self-worth and self-regulation,” J. Pers., vol. 74, no. 6, pp. 1749–1772, 2006, https://doi.org/10.1111/j.1467-6494.2006.00427.x.
F. D. Pamungkas, Sumardi, and D. Rochsantiningsih, “Improving Students' Pronunciation Using Video Dubbing (A Classroom Action Research for Tenth Grade and Eleventh Grade Students of Vocational High School),” Am. J. Psychol., vol. 7, no. 1, pp. 11–17, 2019, https://doi.org/10.33603/PERSPECTIVE.V7I1.1794.
Y. Rizal, M. Deovany, and A. S. Andini, “Kepercayaan Diri Siswa Pada Pelaksanaan Projek Penguatan Profil Pelajar Pancasila,” Sos. Horiz. J. Pendidik. Sos., vol. 9, no. 1, pp. 46–57, 2022, https://doi.org/10.31571/sosial.v9i1.3699.
E. F. Barkley, Student engagement techniques: A handbook for college faculty. San Francisco: Jossey-Bass, 2010.
J. Jayalath and V. Esichaikul, “Gamification to Enhance Motivation and Engagement in Blended eLearning for Technical and Vocational Education and Training,” Technol. Knowl. Learn., vol. 27, no. 1, pp. 91–118, 2022, https://doi.org/10.1007/s10758-020-09466-2.
B. Wong, Y. L. T. Chiu, M. Copsey-Blake, and M. Nikolopoulou, “A mapping of graduate attributes: what can we expect from UK university students?” High. Educ. Res. Dev., vol. 41, no. 4, pp. 1340–1355, 2022, https://doi.org/10.1080/07294360.2021.1882405.
I. Hermagustiana, A. D. Astuti, and D. Sucahyo, “Do I Speak Anxiously? A Correlation of Self-Efficacy, Foreign Language Learning Anxiety and Speaking Performance of Indonesian EFL Learners,” Scr. J. J. Linguist. English Teach., vol. 6, no. 1, pp. 68–80, 2021, https://doi.org/10.24903/sj.v6i1.696.
D. A. A. W. Joni and I. G. A. P. Wirastuti, “Self-efficacy effect on basic level learners in speaking activities,” J. Appl. Stud. Lang., vol. 2, no. 1, p. 1, 2018, https://doi.org/10.31940/jasl.v2i1.808.
S. Sánchez-Mompeán, “Netflix likes it dubbed: Taking on the challenge of dubbing into English,” Lang. Commun., vol. 80, pp. 180–190, 2021, https://doi.org/10.1016/j.langcom.2021.07.001.
U. Rohmatin, S. Ro’is, and A. Arifin, “The Use of Dubbing Technique in Teaching Pronunciation for 7th Graders,” SALIENCE English Lang. Lit. Educ., vol. 3, no. 2, 2023, https://doi.org/10.60155/salience.v3i2.361.
H. Hendriana, T. Johanto, and U. Sumarmo, “The role of problem-based learning to improve students’ mathematical problem-solving ability and self-confidence,” J. Math. Educ., vol. 9, no. 2, pp. 291–299, 2018, https://doi.org/10.22342/jme.9.2.5394.291-300.
R. G. T. Kusumah, A. Walid, S. Pitaloka, P. S. Dewi, and N. Agustriana, “Penerapan Metode Inquiry Sebagai Usaha Untuk Meningkatkan Hasil Belajar Ipa Pada Materi Penggolongan Hewan Di Kelas Iv Sd Seluma,” J. Pendidik. Mat. dan IPA, vol. 11, no. 1, 2020, https://doi.org/10.26418/jpmipa.v11i1.34708.
S. A. E. P. Manurung, “Enhancing Students’ Speaking Skill through Video Dubbing Project,” UHAMKA International Conference on ELT and CALL (UICELL). pp. 133–146, 2019.
F. Sabokrouh, “The effect of EFL teachers’ attitude toward English language and English language proficiency on their sense of efficacy,” English Lang. Teach., vol. 7, no. 1, pp. 66–74, 2013, https://doi.org/10.5539/elt.v7n1p66.
B. Santuri, Widiarini, Istina Atul Makrifah, and A. Saifudin, “Development of Animated Dubbing Video as Learning Media in English Speaking at Senior High School,” J. Dev. Res., vol. 6, no. 1, 2022, https://doi.org/10.28926/jdr.v6i1.167.
M. Danan, “Dubbing projects for the language learner: A framework for integrating audiovisual translation into task-based instruction,” Comput. Assist. Lang. Learn., vol. 23, no. 5, pp. 441–456, 2010, https://doi.org/10.1080/09588221.2010.522528.
K. Kamelia, “Using Video as Media of Teaching in English Language Classroom: Expressing Congratulation and Hopes,” Utamax J. Ultim. Res. Trends Educ., vol. 1, no. 1, pp. 34–38, 2019, https://doi.org/10.31849/utamax.v1i1.2742.
P. Karimzadeh and M. Rezaei Ghahroudi, “English Animation Dubbing Based Techniques and Iranian Intermediate EFL Learners’ Nativelike Pronunciation Development,” Int. J. English Lang. Educ., vol. 5, no. 2, p. 1, 2017, https://doi.org/10.5296/ijele.v5i2.11175.
A. P. U. Kadi, “Hubungan Kepercayaan Diri dan Self-Regulated Learning Terhadap Prokrastinasi Akademik Pada Mahasiswa,” Psikoborneo J. Ilm. Psikol., vol. 4, no. 1, 2016, https://doi.org/10.30872/psikoborneo.v4i1.3933.
O. Akbari and J. Sahibzada, “Students’ Self-Confidence and Its Impacts on Their Learning Process,” Am. Int. J. Soc. Sci. Res., vol. 5, no. 1, pp. 1–15, 2020, https://doi.org/10.46281/aijssr.v5i1.462.
B. Koosha, S. Ketabi, and Z. Kassaian, “The effects of self-esteem, age, and gender on the speaking skills of intermediate university EFL learners,” Theory Pract. Lang. Stud., vol. 1, no. 10, pp. 1328-1337, 2011, https://doi.org/10.4304/tpls.1.10.1328-1337.
P. Breen, Developing Educators for The Digital Age: A Framework for Capturing Knowledge in Action. University of Westminster Press, 2018. https://doi.org/10.16997/book13.
Y. H. Chiu, “Can film dubbing projects facilitate EFL learners’ acquisition of English pronunciation?” Br. J. Educ. Technol., vol. 43, no. 1, 2012, https://doi.org/10.1111/j.1467-8535.2011.01252.x.
C. Nicolae, “On Audiovisual Translation: Dubbing,” Rom. J. English Stud., vol. 15, no. 1, pp. 51–58, 2018, https://doi.org/10.1515/rjes-2018-0008.
Y. I. J. Yang, “The Implementation of Speaking Fluency in Communicative Language Teaching: An Observation of Adopting the 4/3/2 Activity in High Schools in China,” Int. J. English Lang. Educ., vol. 2, no. 1, p. 193, 2014, https://doi.org/10.5296/ijele.v2i1.5136.
A. Virgiana and W. Wasitohadi, “Efektivitas Model Problem Based Learning Berbantuan Media Audio Visual Ditinjau Dari Hasil Belajar Ipa Siswa Kelas 5 Sdn 1 Gadu Sambong - Blora Semester 2 Tahun 2014/2015,” Sch. J. Pendidik. dan Kebud., vol. 6, no. 2, p. 100, 2016, https://doi.org/10.24246/j.scholaria.2016.v6.i2.p100-118.
M. G. Lodico, D. T. Spaulding, and K. H. Voegtle, “Methods in Educational Research.” p. 443, 2006.
M. Mulyadi, “Penelitian Kuantitatif Dan Kualitatif Serta Pemikiran Dasar Menggabungkannya,” J. Stud. Komun. dan Media, vol. 15, no. 1, p. 128, 2013, https://doi.org/10.31445/jskm.2011.150106.
A. A. Mekarisce, “Teknik Pemeriksaan Keabsahan Data pada Penelitian Kualitatif di Bidang Kesehatan Masyarakat,” JJurnal Ilm. Kesehat. Masy. Media Komun. Komunitas Kesehat. Masy., vol. 12, no. 3, pp. 145–151, 2020, https://doi.org/10.52022/jikm.v12i3.102.
M. Z. Yasin and R. N. F. Amijaya, “Peningkatan Kemapuan Pengolahan Data Kuantitatif Menggunakan Aplikasi Stata,” J. Pengabdi. Masy. Appl., vol. 2, no. 1, p. 57, 2023, https://doi.org/10.19184/jpma.v2i1.39468.
H. Zukriadi, Sulaiman, U., “Aneka Macam Penelitian,” SAMBARA J. Pengabdi. Kpd. Masy., vol. 1, no. 1, pp. 36–46, 2023, https://doi.org/10.58540/sambarapkm.v1i1.157.
A. A. Aziz, R. Nurfarida, N. Budiyanti, and Q. Y. Zakiah, “Model Analisis Kebijakan Pendidikan,” Tapis J. Penelit. Ilm., vol. 4, no. 2, pp. 11–26, 2020, https://doi.org/10.32505/lentera.v1i1.1662.
A. Syahlani and D. Setyorini, “Pengujian Secara Empiris (Uji Validitas dan Reliabilitas) Instrumen Minat Belajar Matematika Siswa,” INNOVATIVE: Journal Of Social Science Research Volume, vol. 3, no. 5. pp. 1607–1619, 2023.
Y. Yulhendri, N. I. Mardhotillah, W. P. Alisha, and N. Susanti, “Analysis of Media Use and Learning Interaction to Improve Student Engagement,” Din. Pendidik., vol. 17, no. 1, pp. 37–47, 2022, https://doi.org/10.15294/dp.v17i1.35304.
Gay L.R. et al., Educational Research Competencies for Analysis and Applications, 10th ed., vol. 11, no. 1. Boston: Pearson, 2019. http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0Ahttps://www.researchgate.net/publication/305320484
M. J. Bisson, W. J. B. Van Heuven, K. Conklin, and R. J. Tunney, “Processing of native and foreign language subtitles in films: An eye tracking study,” Appl. Psycholinguist, vol. 35, no. 2, pp. 399–418, 2014, https://doi.org/10.1017/S0142716412000434.
D. Retnasari, C. Mahanani, and L. Nurul Himmah, “Pengembangan Multimedia Pembelajaran Interaktif Pada Materi Pembuatan Celana Anak,” Kwangsan J. Teknol. Pendidik., vol. 11, no. 1, p. 509, 2023, https://doi.org/10.31800/jtp.kw.v11n1.p509--523.
I. B. Rangka et al., “Measuring psychometric properties of the Indonesian version of the NoMoPhobia Questionnaire (NMPQ): Insight from Rasch measurement tool,” J. Phys. Conf. Ser.., vol. 1114, no. 1, p. 12127, 2018, https://doi.org/10.1088/1742-6596/1114/1/012127.
J. Burston, “Video Dubbing Projects in the Foreign Language Curriculum,” CALICO J., vol. 23, no. 1, pp. 79–92, 2006, https://doi.org/10.1558/cj.v23i1.79-92.
