CREATIVE TEACHING ENGLISH USING VIDEO
As an International language, English is learnt by all people in the world including Indonesia. Most schools in Indonesia have English as their compulsory subject. Students have to be able either to communicate or to write in English in order to face the globalization era. There is an expectation that students can learn English successfully.
There are a lot of ways in English teaching-learning process. Teachers can use technology because through it, the activities can be more varied. Among the various technologies that are available, videos are suitable to be used in the teaching-learning process because it can convey the information or knowledge in a more interesting way and gives pictures of complicated context (Cognition and Technology Group as cited in Choi, 1992).
Videos permit second language learners to observe the dynamics of communications as they observe native speakers in real situation and use different accents, registers, and paralinguistic cues such as posture and gestures (Secules, Herron, Tomasello, 1992: 480). Videos also encourage learners in reasoning, thinking, and solving problems by bringing them to real world situations. Through videos, students’ problem solving skills can be enhanced.
Moreover, Senior High School students like to have visual aids in their learning and videos can provide it. The use of videos in English teaching-learning is expected to help students to be easier in learning English.
A video has been popular in the learning environment. It has been used by many teachers. There are many reasons why video is used as a tool in teaching English. The first reason is video has the ability to use both auditory and visual system. According to Baggett as cited in Secules et al. (1992: 480) learners can construct a meaning of a story from either audio or visual information alone, but it appears that when presented together, each source provides additional and complementary information. Through video, learners can write a summary of a movie completely better than when they only listen to the audio-only version. It means that information that is obtained visually is memorable.
Second, videos can connect students with faraway place. Videos permit the students to observe the dynamics of interaction as they observe native speakers in authentic situation and using different accents, registers, and paralinguistic cues such as gestures and postures (Secules, et al., 1992: 480). Herron (1992: 480) says that videos give great sense of what the country would be like if the students visited it.
Third, videos can enhance self-confidence and breakdown social-stereotypes. According to Terrel (1993: 17), authentic videos have even been shown to inspire self-confidence. As a result, students say that they have fewer obstacles about using their second language.
Fourth, videos give opportunities for students to learn foreign culture. Videos appear to be a rich source for teaching culture because it presents students with an image of a “living vibrant people who use the target language for daily communication” (Shrum & Glisan as cited in Secules, 1992: 481). It is also said that today’s students are part of the TV era and that visual aids help them with cultural awareness.
Fifth, videos help to demonstrate abstract ideas. Videos, by nature, are filled with valuable extra-linguistic clues. Research shows that exposure to visual stimuli increases students' comprehension and retention of lexical items. Then, that visual exposure, when joined with an audio component, significantly increases students' comprehension of a video text. It means that videos help to give pictures of abstract ideas.
Secules, et al. (1992: 480) had made a research on the use of video at Emory University. They gave different treatment on two groups of students. One group was taught using videos while the other group was taught using non-video. The result of this research was the group which was taught using videos had scores better than the group which was not taught using video. They said that through the research, they concluded the use of video in the teaching and learning process could enhance students’ ability in improving their skills.
According to Garret (1991: 340), “playing a video in a class gives less trouble than playing an old-fashioned 16mm movie on projector.” She says that teachers generally find videos attractive resources. Moreover, the sources of videos material are complete and can be varied. She also says that through videos students can model all kinds of communicative interactions to demonstrate gestures, postures and facial expressions.
Bacon and Finnemann (as cited in Secules,1992) have long reported that “authentic videos are beneficial in providing natural, content-rich samples of the target language”. It reflects current linguistic changes more effectively than printed sources. Videos have also been shown to be motivating and loaded with sensory impact, affective factors that aid comprehension.
Videos can be powerful tool for meaningful learning. It all depends on the teachers’ ability to make the teaching-learning process shows its role in helping the students to obtain the goal of the learning. The key in using videos effectively is preparation. Teachers can maximize the learning opportunities by encouraging students to become active in the process of teaching and learning. Teachers have to find suitable activities which can activate the students in the learning.
Although there are many advantages that can be obtained from using videos, there are also disadvantages of the use of videos. The use of videos in the teaching and learning process needs more facilities. A school which uses videos has spent much money in order to provide the video equipment, the screen or television, the guideline books to use it, and the video materials. The teachers have to learn how to teach using videos, they also have to find suitable and interesting activities that make the students active to participate in the teaching and learning process.
There are many activities which can be used in videos learning. According to KQED (2008) as cited in http://www.kqed.co.id, activities on videos learning are divided into three parts. They are before viewing, during viewing, and after viewing.
Activity before viewing means the teachers have to prepare before they use videos to teach their students such as determine whether they will use the entire video or only relevant segments to illustrate objectives in their curriculum. Teachers have to prepare the classroom environment and video equipment so that the teaching-learning process can run well. Teachers also have to stimulate students’ pre-existing knowledge before he turns on the videos in order to make the students ready in following the lesson.
Activity during viewing means the activities in the process of learning using videos. Teachers can give students a focus viewing assignment in order to help the students in understanding the topics of the video. Teachers can sometimes use one short segment at a time and direct the learning experience to encourage students’ awareness of production values and techniques. When the topic or content of the video is quite difficult for the students, teachers can press “pause” often to help students in understanding about what is discussed in the videos. Other activities that can be used are viewing videos with the sound off to identify students’ prior knowledge or asses what they have learned by having them provide their own narration. Teachers can use videos without the picture to make the students create their own visual images which later will be compared to the video images. To give the students a chance to focus on the material, teachers can view the videos twice. Teachers can sometimes do closed-captioning as a reading reinforcement. All the activities during viewing try to make the students active in participating in the process of learning.
Activities after viewing means the activities after the students watch the videos. Teachers can ask the students to ask their friends about the program has been viewed in order to practice their speaking skill and also their understanding about the content of the videos or teachers can ask them to write anything comes in their mind about the program in a limited time, for instance only two minutes. To develop their writing skill, the students have to write a paragraph about the topic in the videos. Teachers can also use jigsaw activity to activate their mind about many topics which can be raised after watching the video; they can ask students to find solution for the problem based on the content in a video and explain the solution. Those three parts of activities using videos helps students to reach the learning goal. It gives the students meaningful learning.
There are a lot of ways in English teaching-learning process. Teachers can use technology because through it, the activities can be more varied. Among the various technologies that are available, videos are suitable to be used in the teaching-learning process because it can convey the information or knowledge in a more interesting way and gives pictures of complicated context (Cognition and Technology Group as cited in Choi, 1992).
Videos permit second language learners to observe the dynamics of communications as they observe native speakers in real situation and use different accents, registers, and paralinguistic cues such as posture and gestures (Secules, Herron, Tomasello, 1992: 480). Videos also encourage learners in reasoning, thinking, and solving problems by bringing them to real world situations. Through videos, students’ problem solving skills can be enhanced.
Moreover, Senior High School students like to have visual aids in their learning and videos can provide it. The use of videos in English teaching-learning is expected to help students to be easier in learning English.
A video has been popular in the learning environment. It has been used by many teachers. There are many reasons why video is used as a tool in teaching English. The first reason is video has the ability to use both auditory and visual system. According to Baggett as cited in Secules et al. (1992: 480) learners can construct a meaning of a story from either audio or visual information alone, but it appears that when presented together, each source provides additional and complementary information. Through video, learners can write a summary of a movie completely better than when they only listen to the audio-only version. It means that information that is obtained visually is memorable.
Second, videos can connect students with faraway place. Videos permit the students to observe the dynamics of interaction as they observe native speakers in authentic situation and using different accents, registers, and paralinguistic cues such as gestures and postures (Secules, et al., 1992: 480). Herron (1992: 480) says that videos give great sense of what the country would be like if the students visited it.
Third, videos can enhance self-confidence and breakdown social-stereotypes. According to Terrel (1993: 17), authentic videos have even been shown to inspire self-confidence. As a result, students say that they have fewer obstacles about using their second language.
Fourth, videos give opportunities for students to learn foreign culture. Videos appear to be a rich source for teaching culture because it presents students with an image of a “living vibrant people who use the target language for daily communication” (Shrum & Glisan as cited in Secules, 1992: 481). It is also said that today’s students are part of the TV era and that visual aids help them with cultural awareness.
Fifth, videos help to demonstrate abstract ideas. Videos, by nature, are filled with valuable extra-linguistic clues. Research shows that exposure to visual stimuli increases students' comprehension and retention of lexical items. Then, that visual exposure, when joined with an audio component, significantly increases students' comprehension of a video text. It means that videos help to give pictures of abstract ideas.
Secules, et al. (1992: 480) had made a research on the use of video at Emory University. They gave different treatment on two groups of students. One group was taught using videos while the other group was taught using non-video. The result of this research was the group which was taught using videos had scores better than the group which was not taught using video. They said that through the research, they concluded the use of video in the teaching and learning process could enhance students’ ability in improving their skills.
According to Garret (1991: 340), “playing a video in a class gives less trouble than playing an old-fashioned 16mm movie on projector.” She says that teachers generally find videos attractive resources. Moreover, the sources of videos material are complete and can be varied. She also says that through videos students can model all kinds of communicative interactions to demonstrate gestures, postures and facial expressions.
Bacon and Finnemann (as cited in Secules,1992) have long reported that “authentic videos are beneficial in providing natural, content-rich samples of the target language”. It reflects current linguistic changes more effectively than printed sources. Videos have also been shown to be motivating and loaded with sensory impact, affective factors that aid comprehension.
Videos can be powerful tool for meaningful learning. It all depends on the teachers’ ability to make the teaching-learning process shows its role in helping the students to obtain the goal of the learning. The key in using videos effectively is preparation. Teachers can maximize the learning opportunities by encouraging students to become active in the process of teaching and learning. Teachers have to find suitable activities which can activate the students in the learning.
Although there are many advantages that can be obtained from using videos, there are also disadvantages of the use of videos. The use of videos in the teaching and learning process needs more facilities. A school which uses videos has spent much money in order to provide the video equipment, the screen or television, the guideline books to use it, and the video materials. The teachers have to learn how to teach using videos, they also have to find suitable and interesting activities that make the students active to participate in the teaching and learning process.
There are many activities which can be used in videos learning. According to KQED (2008) as cited in http://www.kqed.co.id, activities on videos learning are divided into three parts. They are before viewing, during viewing, and after viewing.
Activity before viewing means the teachers have to prepare before they use videos to teach their students such as determine whether they will use the entire video or only relevant segments to illustrate objectives in their curriculum. Teachers have to prepare the classroom environment and video equipment so that the teaching-learning process can run well. Teachers also have to stimulate students’ pre-existing knowledge before he turns on the videos in order to make the students ready in following the lesson.
Activity during viewing means the activities in the process of learning using videos. Teachers can give students a focus viewing assignment in order to help the students in understanding the topics of the video. Teachers can sometimes use one short segment at a time and direct the learning experience to encourage students’ awareness of production values and techniques. When the topic or content of the video is quite difficult for the students, teachers can press “pause” often to help students in understanding about what is discussed in the videos. Other activities that can be used are viewing videos with the sound off to identify students’ prior knowledge or asses what they have learned by having them provide their own narration. Teachers can use videos without the picture to make the students create their own visual images which later will be compared to the video images. To give the students a chance to focus on the material, teachers can view the videos twice. Teachers can sometimes do closed-captioning as a reading reinforcement. All the activities during viewing try to make the students active in participating in the process of learning.
Activities after viewing means the activities after the students watch the videos. Teachers can ask the students to ask their friends about the program has been viewed in order to practice their speaking skill and also their understanding about the content of the videos or teachers can ask them to write anything comes in their mind about the program in a limited time, for instance only two minutes. To develop their writing skill, the students have to write a paragraph about the topic in the videos. Teachers can also use jigsaw activity to activate their mind about many topics which can be raised after watching the video; they can ask students to find solution for the problem based on the content in a video and explain the solution. Those three parts of activities using videos helps students to reach the learning goal. It gives the students meaningful learning.
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