ANALYSIS OF INSTRUCTIONAL VIDEO DEVELOPED FOR Z GENERATION AT BASIC SPEAKING CLASS

This content analysis was intended to analyze the physical and cognitive designs of a teaching video for Basic Speaking course developed for Z generation at IKIP Budi Utomo Malang. In order to get precise analysis, the researchers involved four English teachers, who teach Basic Speaking, to observe and score the video. To get objective scores, the four teachers were requested to use scoring rubric assessment adapted from (Morain and Swarts, 2012 in Tolentino 2016:109); besides they were also asked to give additional comments on the quality of the video. After the scores and comments were gathered and interpreted, it can be noticed that the video entitled “Dare to Speak Up” was categorized as a good video. Therefore, those who teach Speaking for beginners are suggested to use this video as one of learning sources. Even though the video was declared to be good, its effectiveness still remained unanswered. Accordingly, further researchers are motivated to do an experimental research to measure the effectiveness of the video.


A. Introduction
So far, it has been a challenge for English as Foreign Language (EFL) teachers to teach English as one of the international languages; moreover, when it comes to teaching productive skills as Writing and Speaking. This is so because, since communicative era, it is inevitable that these two skills are claimed to be remarks that one is believed to have mastered a language when they can communicate both in written and spoken discourses. In this communicative era, the main objective of teaching language is to enable learners to use the target language in real communication; that is communication which covers learners' daily talk. To be able to communicate effectively, language learners need to posses communicative competence as socio cultural competence, discourse competence, linguistic competence, formulaic competence, interactional competence, and strategic competence (Celce-Murcia, 2007:45). Further, she explains that socio cultural competence deals one's knowledge on how to communicate appropriately with regard to whom she is speaking to, and what register that s/he is going to use to communicate with people with different ages, genders, and social backgrounds. Next, Celce-Murcia (2007:46-47) puts discourse competence as one's ability to sequence words and sentences in order to deliver unified and meaningful messages; this involves one ability to use cohesive devices, using appropriate generic structure of certain various genres, and keep the message coherence. Still according to Celce-Murcia (2007:47), linguistic competence is knowledge of phonological, lexical, morphological, and syntactic knowledge as the components of communication.
Different from linguistic competence, which is sometimes more predictable, Celce-Murcia (2007:47-48) claims that Formulaic competence is fixed entities, so one obtains this competence when s/he recognizes prefabricated language chunks as collocation, idioms, and lexical frames. Discussing about interactional competence, Celce-Murcia (2007:48-49) defines this competence as knowledge on how to conduct certain speech, to start and end conversation, to cut in conversation and else. The last communicative competence proposed by Celce-Murcia is strategic competence which involves learners' ability to explore different strategies to learn language as well as to  Celce-Murcia (2007) it can be inferred that to be able to deliver meaningful messages, learners are not only limited to know how chunk of languages as well as utterances are constructed and pronounced but they are also toknow when and how to transfer the unified utterances to different responders coherently and effectively. As communicative language teaching is intended to enable learners to use language in everyday communication, the use of authentic materials are highly recommended (Al Mamun, 2014).
From the aforementioned description of communicative teaching objectives, ELT seems to be a complex matter. The complexity is bolder when teachers face Z generation whom people believe to be the native digital in today's era (Rini, 2016:3).
Further, shefound that this generation tends to be interested in something applicative rather than to something which needs process. This current phenomenon does not only demand English language teachers to be able to be creative and adaptive in sorting out appropriate teaching techniques but also need to be selective in determining which teaching materials and media they are going to implement.

B. Literature Review
Basically, the rapid growth of technology and the internet in today's era can support teachers to embody extra aids along with teaching materials which are traditionally poured in textbooks. For example, they can utilize teaching materials which are presented in audio-visual material. Common audio-visual materials which are widely used by language teachers are videos. The use of videos opts to teach productive skill like speaking. This is so because teaching and learning materials presented in audio-visual, like video, do not only expand its delivery flexibility but also provide learners with linguistics as well as non-verbal and cultural aspect of the target language (Crawford, 2002:85). In addition to this, Al Mamun (2014:10) claims that videos can facilitate teaching and learning process in various ways; it can create interesting classroom atmosphere, eliminate a monotonous activity, and trigger an interactive and effective teaching and learning process. These insights are supported by some research conducted by some researchers as Wahyuningsih et.al (2014:79) who proved that the use of audio visual or video improved learners' speaking skill.
Even though the use of audio visual or videos are claimed to be good media to accommodate teaching materials, teachers still need to be careful in electing this specific medium in order to meet effective teaching and learning process. Therefore, careful analysis and evaluation on audio-visual aids should be performed by teachers before they bring them into classroom. According to Thomson at al (2014in Tolentino, 2016, effective instructional video should at least covers four criteria.
First, the videos should provide context and content which support the purpose of the course. Second, the videos should show stories that display narrators' experience in order to help learners understand the concept. Third, the audio need to present authenticity of the narrators to ensure the learners that the narrators are expertise and credible. Forth, the length of videos should be short but precise, only contains the points of the course.
Study on video analysis has been carried out by Tolentino (2016). By implementing content analysis, he rated two different videos, TeacherTube and YouTube. He found out that TeacherTube had moderate to high rating in term of physical design quality. In the contrary, YouTube had higher rating on its quality and design. Further, he revealed that videos which contained better content seemed to have better affective design quality which simultaneously attracted the viewers to view the videos.
Similar to the above previous study, this current study was also intended to analyze the content of video entitled "Dare to Speak Up" developed for Z generation at Basic Speaking class in one of private higher education institutions in Malang, East Java-Indonesia. Different from the previous study, this study was only limited to analyze the content and the quality of the videos and was not aimed at measuring the correlation of the quality of the videos with students' performance.Referring to the similarity and differences between this current study and the previous one, the researcher believed that this study was worth-doing.

C. Method
This particular study applied qualitative content analysis method. Graneheim and Lundman (2003:106) put content analysismethod of the study relies on the unit of analysis which includes all interviews and observable protocols, for example, programs, organizations, communities, and texts. Discussing about texts, Krippendorf (2013( in Tolentino, 2016 says that the word 'text' is not limited to written discourse but also refers to art works, images, maps, and sounds. Referring to the given definition, qualitative content analysis is the suitable method to this study. To gain deeper analysis results, the researcher involved four teachers who teach Basic Speaking class. To get the data, the researchers involved four teachers, who teach Basic Speaking, to share their insights on the content and physical quality of the video. To gain the teachers' feedback, a scoring rubric modified from Morain andSwarts, 2012 (in Tolentino, 2016:109). The modification was made by dropping off the affective aspects of the video. This was done because the criteria addressed to the affective aspects focused on fluency to indicate narrators' credibility. Referring to studies conducted by Rukmini (2009) and Faucette (2001) who claimed that speaking materials should also provide effective models of communication strategies to negotiate meaning, the existence of pauses, paraphrasing, and self repetition in the video are not considered as incredibility of the narrators but claimed to be strategies to sustain communication. After all the scores were collected from the teachers, the researchers then calculated the mean scores. Last, the scores were interpreted to determine whether the video had good quality to be used as Basic Speaking learning resources or not.

D. Result
After the teachers were asked to observe and score the video by using scoring rubric, some quantitative findings and qualitative findings were revealed. The quantitative findings were elicited from the scores and the qualitative findings were dug from the comment and suggestion proposed by the four teachers. The summary of the scores given by the teachers is presented in Table. 1

communication..'She added'…the video does not only contain communication strategies but also implicitly teach learners about world Englishes-it is OK to speak
English even though not as perfect as native speakers of English..' In addition to her positive comment, Teacher 4 also criticized that the animation in chapter 3 was to abundant; she was afraid that it would distract the students' attention; the students would focus on the animation and sound effect instead of the content of the topic.

E. Discussion
From the above data, we can conclude that in general the video entitled 'Dare materials. This aimed at motivating learners that it is common to miss ideas when we are speaking because this does not only happen when one speaks in second or foreign language but also it happens in native language communication. In addition, the video has also provided audiences with linguistics items as well non verbal and cultural aspect of the target language as it was proposed by Crawford (2002:85). The linguistics items were clearly demonstrated through the way narrators utter their utterances along the chapters. The non-verbal items were also performed by all narrators to help audiences digest the content. Similarly, the cultural aspects were also reflected in the dialogues delivered by different narrators from different regions and countries.

F. Suggestion
Based on the finding and discussion mentioned previously, some suggestions are made for several parties. This analysis has provided feedback for materials developers and English teachers in general. Such positive feedback is believed to The video is displayed in HD but there are still some irrelevant pictures presented in the video. 3 The HD Video is well edited so it only presents relevant pictures and items. 1.c. Timing 1 The video is too fast so frequent pause is needed to digest the content 2 Some parts overly fast or slow. 3 The talk in the video is in moderate pace 2 Cognitive Design 2.a. Accuracy 1 The narrators in the video consistently made linguistic errors and ignored to repair the errors. 2 Narrators made some mistakes but acknowledged and manipulated the mistakes with communication strategies. 3 Narrators did not make any mistakes or make little mistakes that they corrected immediately by employing communication strategies to make the audience understand the intended messages 2.b Organization 1 The narrators did not declare the objective of the video. 2 The narrators introduced the purpose the video but not explicitly stated. 3 The narrators stated the topic clearly (introduction, content, and closing