The Effect of Using Contextual Videos on Students' Understanding of English Idioms

Abstract

The purpose of this study was to find out the effect of contextual videos toward students’ understanding of English idioms at MAN Insan Cendekia Gowa. The research design used was quasi experiment with pre-test/post-test control group design. The sample was 32 eleventh grade students who were taken by cluster random sampling and divided into an experimental group (XI-C, n=16) and a control group (XI-D, n=16). The experimental group was treated by contextual video-based instruction in four meetings and the control group was treated by conventional lecture-based learning. The researchers assessed idiom comprehension using a 30-item multiple-choice test that measured three dimensions of understanding based on Fernando's (1996) model: recognition, contextual interpretation, and usage and appropriateness. This study analysed the data using descriptive statistics, normality test (Shapiro-Wilk), homogeneity test (Levene's Test), Paired Samples T-Test, Independent Samples T-Test, and Normalised Gain (N-Gain) score. The Independent Samples T-Test showed that there was a statistically significant difference between the two groups’ post-test scores (t = 5.358, p =.000, p < 0.05). The mean score of post-test in the experimental group was 87.69 and in the control group was 75.13 and the mean N-Gain was 64.92% (medium category) and in the control group was 29.64% (low category). The results show that the use of contextual video-based learning is significantly more effective than traditional lecture-based learning in improving students’ understanding of English idioms in EFL classrooms.