Bridging the Gap: A Dual-Perspective Analysis of Audio-Visual Material Integration in Indonesian EFL Speaking Classrooms

Fikra Afdhali; Utami Dewi; Farida Repelita Waty BR Kembaren

doi:10.58421/gehu.v5i1.1033

DOI:

https://doi.org/10.58421/gehu.v5i1.1033

Authors

Fikra Afdhali Universitas Islam Negeri Sumatera Utara
Utami Dewi Universitas Islam Negeri Sumatera Utara
Farida Repelita Waty BR Kembaren Universitas Islam Negeri Sumatera Utara

Keywords:

Audio-Visual Materials, EFL Speaking Skills, Implementation Gap, Indonesian Context, Student Perceptions, Teacher Perceptions, TPACK

Abstract

The integration of English audio-visual (AV) materials has been widely promoted as an effective approach for enhancing speaking skills in English as a Foreign Language (EFL) contexts; however, a persistent gap remains between its theoretical potential and classroom implementation in Indonesia. This qualitative case study aims to investigate perceptions and challenges of using AV materials for speaking skill development, examining both student and teacher perspectives. The study employed an applied qualitative research design, collecting data through Google Forms, classroom observations, and document analysis, involving two English teachers and 13 students at a private language institute in Lhokseumawe, Indonesia. Thematic analysis revealed a systemic misalignment between stakeholders. Students perceived AV materials as engaging, anxiety-reducing, and essential for accessing authentic language input, and they expressed a strong preference for interactive and creative speaking activities. In contrast, teachers, despite recognizing the pedagogical value of AV materials, faced significant constraints, including limited preparation time, unstable technological infrastructure, exam-oriented curricular pressures, and insufficient Technological Pedagogical Content Knowledge (TPACK). This TPACK deficiency led to predominantly input-focused and pedagogically simplified use of AV materials, limiting opportunities for meaningful spoken output. The study concludes that the primary barrier to effective AV integration lies not in technological access but in interconnected institutional, professional, and curricular constraints. To address this gap, the study proposes a tripartite framework consisting of institutional support re-engineering, TPACK-oriented professional development, and curricular realignment to legitimize AV-mediated speaking practice. These findings provide context-sensitive recommendations for transforming AV use from passive consumption into active speaking production in Indonesian EFL classrooms.

Downloads

Download data is not yet available.

References

Mustafa, F., & Yusuf, Y. Q. (2022). The washback effect of high-stakes tests on teachers’ instructional practices: The case of the Indonesian national exam. Studies in Educational Evaluation, 74, 101181. https://doi.org/10.1016/j.stueduc.2022.101181.

Zein, S. (2017). Elementary ENGLISH education in Indonesia: Policy developments, current practices, and future prospects. ENGLISH Today, 33(1), 53–59. https://doi.org/10.1017/S0266078416000417.

Rachmawaty, N., & Ariani, S. (2023). Willingness to communicate in Indonesian EFL classrooms: The interplay of motivation, anxiety, and self-perceived communicative competence. Journal on ENGLISH as a Foreign Language, 13(1), 1-23. https://doi.org/10.23971/jefl.v13i1.4567.

Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355.

Krashen, S. D. (1985). The input Hypothesis: Issues and implications. Longman.

Almurashi, W. A. (2016). The effective use of YouTube videos for teaching ENGLISH language in classrooms as supplementary material. International Journal of ENGLISH Language and Linguistics Research, 4(3), 32–47.

Xie, Y., Chen, F., & DeMarinis, M. (2022). Mobile language learning applications: A meta-analysis. Frontiers in Psychology, 13, 947975. https://doi.org/10.3389/fpsyg.2022.947975

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1

Bygate, M. (2019). Speaking. Routledge. https://doi.org/10.4324/9781315833546

Lestari, S. (2019). The washback effect of national examination on EFL teaching in Indonesian secondary schools. Journal of ENGLISH Education and Teaching, 3(1), 1-18. https://doi.org/10.33369/jeet.3.1.1-18

Zein, S. (2017). Elementary ENGLISH education in Indonesia: Policy developments, current practices, and future prospects. ENGLISH Today, 33(1), 53–59. https://doi.org/10.1017/S0266078416000417

Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press. https://doi.org/10.1017/9781316941355

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Garzón, J., Soria, J., & Baldiris, S. (2023). Video-based learning in second language acquisition: A systematic review. Computer Assisted Language Learning, 36(5-6), 510–534. https://doi.org/10.1080/09588221.2021.1888757

Kukulska-Hulme, A., & Viberg, O. (2023). Mobile-Assisted language learning: Current trends and future directions. ReCALL, 35(1), 5–24. https://doi.org/10.1017/S0958344022000214

Zhou, M., Wu, J., & Li, H. (2021). Video-based language learning and speaking proficiency: A mixed-method study. Computer Assisted Language Learning, 34(6), 733–755. https://doi.org/10.1080/09588221.2019.1688830

Rahman, M., & Karim, A. (2023). Reducing speaking anxiety through video-based tasks in EFL classrooms. Innovation in Language Learning and Teaching, 17(4), 357–371. https://doi.org/10.1080/17501229.2022.2089017

Wulandari, N., & Sari, D. (2022). Teachers’ challenges in integrating technology for EFL speaking practice in Indonesia. Journal of Language and Education, 8(3), 45–56. https://doi.org/10.17323/jle.2022.15256

Garzón, E., Saz, A., & Rodríguez, J. M. (2023). Teacher and learner perceptions of mobile-Assisted language learning in speaking practice. Computer Assisted Language Learning, 36(7), 1338–1357. https://doi.org/10.1080/09588221.2022.2039823

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), input in second language acquisition (pp. 235–253). Newbury House.

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. https://doi.org/10.1007/BF02299597