This research aims to reduce students' public speaking anxiety levels
using video-based formative practice. Data was collected from 50 students, 25
from the control class and 25 from the experimental class. The researcher used
quantitative method quasi-experimental. A speaking mastery test was given to
students to measure their level of speaking anxiety. The results were viewed to
determine the level of speaking anxiety. The results of data analysis show that
the mean score of the experimental class pre-test was 37.88 and the post-test
was 50.25, while the mean score of the control class pre-test was 38.37 and the
post-test was 41.31. This means that the mean score of the experimental class
test has a significant increase compared to the control class. This research
advances our knowledge of the best ways to use video technology during
formative practice to help students overcome their anxiety of public speaking.
A. Conclusion
Based on the research findings, it can be concluded that the average
learning outcomes of the experimental group using video-based formative
practice are higher (50.25) than those of the control group (42.31). This
research found that video-based formative practice is effective in reducing
students' public speaking anxiety. Students' mastery of the material increased
from an average score of 2 (poor) to 4 (good) on the assessment rubric, and
their anxiety level decreased from 8 (high) to 5 (medium) on the anxiety scale,
indicating that the treatment was successful. Feedback indicating increased
confidence is also an indication of significant progress.
From the data the increase in post-test scores of the experimental group
compared to the control group. The practical implications of this research
suggest that integrating video-based formative practice into the curriculum can
reduce public speaking anxiety among students. The theoretical implications
include contributions to the literature on interactive learning methods and their
impact on student anxiety. This approach allows students to view and evaluate
their own performances, as well as receive constructive feedback from peers.
This research supports the theory that technology-based learning can improve
educational outcomes, particularly in reducing anxiety. One limitation of this
research is the relatively small sample size, which may affect the
generalizability of the findings. Additionally, this research only used one type
of intervention, so it cannot be compared with other methods.
B. Suggestion
The level of public speaking anxiety tended to decrease among the
students who used video-based formative exercises compared to the
conventional method; therefore, it is recommended for educators, students and
future researchers.
Teachers should use video-based formative practice. Before starting video-
based practice, ensure to provide a clear introduction to students about the
purpose of the exercise and give them a good understanding of how video
technology will be utilized. Provide constructive feedback to students after they
watch their own video recordings. Focus on areas that need improvement and
offer positive support. Encourage students to give each other positive and
constructive feedback. Teach them how to provide support and help their peers
develop.
In an age of increasingly sophisticated technology students should use
technology more frequently to gain positive benefits and a good education.
They can use phones or cameras to record themselves while practicing public
speaking. This will help them see and evaluate their own performance.
Further research can expand the sample to improve the generalization of
findings. Additionally, comparing various intervention methods to reduce
public speaking anxiety can provide more comprehensive insights.

STAR20240110

110/2024

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