ISSN : 2654-5152 Vol. 1 No. 1 (October, 2018) https://journal.umbjm.ac.id/index.php/TEFLA 11 VIDEO-BASED INSTRUCTION TO BOOST STUDENTS’ PRESENTATION SKILL Dina Rafidiyah, Melly Thania Universitas Muhammadiyah Banjarmasin rafidiyahdina@yahoo.com Video-Based Instruction in teaching has been used for long time to boost students’ speaking skill. Presentation, as one of the speaking skills, is considered hard for most of the students, especially for non- English department ones. Therefore, the aim of this study is to know the relationship of video-based instruction and the students’ ability to do presentation, Furthermore, this study is intended t to explore if the video-based instruction can motivate them to learn English more. This is a quantitative research. The questionnaire is administered to gain the data regarding students of pharmacy major about their opinions, responses, and motivations of using video-based instruction in making a presentation. The population of this study is 136 first year students of pharmacy from three classes, and the samples are 20 students for each class. The implication of this study is to equip the students with the skills of using video as a medium for learning English. KEYWORDS: video-based instruction, presentation skill INTRODUCTION Presentation skill is very important to deliver ideas and knowledge. Presentation is speaking confidently in public and getting your point across effectively (Emden & Becker, 2004). However, most of people are still afraid to do presentation in the public (Hancock, Stone, Brundage, & Zeigler, 2010). In order to prepare students for the fourth industrial revolution, Gleason (2018) suggested that it emphasizes the role of critical thinking, verifying and identifying a problem. Furthermore, good presentation skills encompass many aspects of communication, both planned and unplanned, “Planned components include such things as preparation of the speech, visual aids, notes, handouts, location, and type of audience. Unplanned components include, diction, pace, poise, confidence and/or nervousness, dealing with disruptions and interruptions” (Popescu, 2013). Thus, presentation skill is very hard to master, especially for students in non-English speaking countries (Bankowski, 2010). Therefore, according to Smith & Sodano (2011), students need to learn explicit instruction that helps them to make presentation in academic and professional settings. This explicit instruction can be from multimedia with a wide variety of different formats have been employed to increase the effectiveness of presentations between visualization and knowledge of acquisition. (Sukitkanaporn & Phoocharoensil, 2014). Video-Based Instruction is a powerful way to improve learning outcomes and learner satisfaction. There are four main concern about it, namely: effectiveness, teaching methods, design, and reflection (Yousef, Chatti, & Schroeder, 2014). Manley & Urness (2014) and Comiskey & McCartan (2011) suggested that video-based instruction change students’ attitude about the subject as fun, positive learning experience, and helpful for their learning as active learner. A video may have a strong effect on your mind (Berk, 2009). Therefore, lots of studies have been conducted to prove that video is very effective in teaching (Whatley & Ahmad, 2007). However, there are several considerations of using videos as the media of teaching. One of them is that students can view the clip only once in-situ, without the opportunity to internalize (Comiskey & McCartan, 2011). There are several studies related to speaking skills in learning English, Mistar & Umamah (2014) ensured that learning strategies has big contribution to speaking proficiency, therefore teachers should encourage their students to use strategies-based instruction in the speaking class to maximize their oral communication. According to Abdo & Al- Awabdeh (2017) animation videos are one good strategy to learn English grammar for