THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum) in English Language Studies

LEARNERS’ EXPERIENCES IN LEARNING ENGLISH USING

VIDEO CLIPS

THESIS

Presented in Partial Fulfillment of the Requirements

for the Degree of Magister Humaniora (M.Hum)

in English Language Studies

by

Yuana Liverita Goodianti

056332038

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise stated,

are ideas, phrases, and sentences of the thesis writer. The writer understands the

consequences involving the degree cancellation if she took people’ ideas, phrases,

or sentences without proper references.

Yuana Liverita Goodianti

ACKNOWLEDGEMENTS

First of all, I would like to thank my God, Jesus, for His blessing. His

blessing is the biggest power to experience sadness and happiness with all people

whom I love. His blessing helps me to accomplish the thesis writing. I also realize

that I might not have finished this thesis without the help of other people.

Therefore, I would like to express my deep gratitude and appreciation to those

who have helped me.

I would like to express my greatest gratitude to Dr. B.B. Dwijatmoko,

M.A as my advisor for giving me his patience, suggestion and advice. My

gratitude is also addressed to Dr. F.X. Mukarto, M.S., for his knowledge to be a

good book writer. Perhaps, I can follow his track to compose a handbook for my

students. I am also indebted to Dr. Bismoko for his knowledge and view on the

language education research especially the demand of qualitative research, which

gives an opportunity for the participants to have their own perspectives in

developing the language education especially in Indonesia. Next, I would like to

thank Dr. Novita Dewi, M.S., M.A, for her fascinating literature analysis in her

class. My debt of gratitude is due to Prof. Dr. Soepomo Poejosoedarmo for his

support and suggestion. I would like to thank all lectures in English Language

Studies whom I cannot mention one by one. I thank all administration staff for

their help, especially Mbak Leli, Mbak Lia and Pak Mul.

I thank the headmaster of SMK N 2 Wonosari, Drs. Sangkin, who has

the third grade of SMK N 2 Wonosari, especially Bambang, Darul, Doni, Diyan,

Febri, Rahmat, Arif, and Zainur.

I dedicate this thesis for my beloved husband, Yohan; my parents, An.

Pardjiman and Am Supraptinah; my young brothers, Handy and Very; and my

child in the heaven, Ellia. There are also my relatives who have supported me,

they are Suyono, Sunardiyah, Eko, Aning, Ari, Ujik, Tina, and Selvi. Then, I

thank my grandmother and grandfather for their prayer.

Last but not least, I thank all friends in English Language Studies and all

people who have helped me doing this thesis. May God bless you.

Wonosari, December 7, 2007

Yuana

TABLE OF CONTENTS

TITLE PAGE ………...i

APPROVAL PAGE………...ii

THESIS DEFENSE APPROVAL PAGE………iii

STATEMENT OF ORIGINALITY……….iv

ACKNOWLEDGEMENTS………..v

CHAPTER 1 INTRODUCTION

A.

Background………..1

CHAPTER II LITERATURE REVIEW

A.

Theoretical Review………..11

1.

Learning Language………11

2.

The Process of Learning………14

3. Video Clips Used in Learning English………..23

4. Learners’ Experiences………...25

5. Related Research ………..29

B. Theoretical Framework………...30

CHAPTER III METHODOLOGY

A.

Research Method………...33

B.

The Nature of Data………..34

C.

Data Setting and Sources………...35

D.

Data Gathering Instruments and Data Presentation………...36

E.

Research Procedures and Data Processing………..41

CHAPTER IV ANALYSIS, RESULTS, AND DISCUSSION

A. Analysis………48

B. Results

1.

The Learners’ Experiences in Learning English Using Video Clips……57

a. Bam’s Learning Experiences ……….57

b. Dar’ s Learning Experiences .……….61

d. Don’s Learning Experiences .………...67

e. Ar’s Learning Experiences….………...71

f. Yan’s Learning Experiences .………73

g. Mat’s Learning Experiences .………78

h. Zai s Learning Experiences ..………82

2.

The Collective Meaning of Learners’ Experience in

Learning English Using Video Clips………..86

B. Discussions

1. Before Learning Activities………..89

2. During Learning English Using Video Clips ………..92

CHAPTER V CONCLUSIONS, IMPLICATIONS AND

RECOMMENDATIONS

A. Conclusions………..101

B. Implications……….104

C. Recommendations………....105

BIBLIOGRAPHY

……… 107

APPENDICES:

Appendix I Interviewing Participants about Learning English Using BM.

Intro Clip ……….. 109

Appendix II Interviewing Participants about Learning English Using BM.

Telephoning Clip ………. 115

Appendix III Interviewing Participants about Learning English

Using BM. Bribe and BM. End Clips……… 125

Appendix IV Interviewing Participants about Glory 1 and Glory 2...……… 139

Appendix V Interviewing Participants ……….. 155

Appendix VI Interviewing Participants about their Styles, Preferences, and

Past Learning Experiences …….………171

Appendix VII A Sample of Participants’ Diaries ……….181

Appendix VIII Interview Questions . ………189

Appendix IX Member Checking Results ……… 190

LIST OF FIGURES

Figure 3.1 Making the Interview Questions and Conducting Data Gathering …36

Figure 3.2 Research procedures ………. 43

LIST OF TABLES

Table 3. 1 The Theoretical Blueprint of Interview ……….. 37

LIST OF BOXES

Box 3.1 The Sample of Interview ………. 38

Box 4. 1 A Sample of Interview about Learning English

Using BM Telephoning Clip and a Comment of

the Entire Interview ………49

Box 4. 2 A Sample of the Diary Processing and Analysis ………..50

Box 4. 3 A Sample of Comparing and Contrasting the Data from Interview

and Diary ……… 50

Box 4. 4 A Sample of Identifying Meaning Units on an Interview ……….. 51

Box 4. 5 A Sample of Identifying Meaning Units in a Diary ……….. 52

Box 4. 6 Defining Relevant and Psychologically Explicit Meaning

ABSTRACT

Yuana Liverita Goodianti. 2007.

Learners’ Experiences

in

Learning English

Using Video Clips

. Yogyakarta: English Language Studies, Graduate Program,

Sanata Dharma University.

In English language education especially in Indonesia, the implementation

of media with technology is becoming more and more important. Technology

integrated with media serves its own right to the experiences of teaching learning

activities. As one of examples is the use of video clips, the video clips show short

dialogues among native speakers of English in various situations. Learning

English using video clips provides an experience for learners in learning English.

The success of language learning is also determined by the experiences of

learning which have worth value. Therefore, the researcher would like to explore

learners’ experiences and meaning of the experiences in learning English using

video clips especially as supplementary materials for learning English at home.

The current study of learners’ experiences and meaning of learning

English using video clips is to investigate learners’ feelings, thoughts and

meanings of their experiences. The study attempts to answer two research

questions, those are (1) What are the experiences of learners in learning English

using video clips? (2) What do the experiences of learning English using video

clips mean to them? These questions were answered through a series of interviews

and learners’ diaries. The researcher invited a reflection from all learners to what

they have experienced and the meaning of the experiences to them. This study

was conducted in SMK N 2 Wonosari (Vocational High School in Wonosari).

There were eight male learners as participants. The research adopted the

phenomenological study. The nature of data was narratives. Then, it was

triangulated by using member checking.

ABSTRAK

Yuana Liverita Goodianti. 2007.

Learners’ Experiences

in

Learning English

Using Video Clips

.

Yogyakarta: Kajian Bahasa Inggris, Program Pasca Sarjana

Universitas Sanata Dharma.

Di dalam pengajaran bahasa Inggris khususnya di Indonesia, penggunaan

media beserta teknologi menjadi semakin penting. Teknologi dan media

menciptakan suatu pengalaman sendiri untuk kegiatan belajar dan mengajar.

Sebuah contoh dari penggunaan

video klips

,

video clips

menampilkan percakapan

pendek antara penutur bahasa asli bahasa Inggris di berbagai situasi. Belajar

bahasa Inggris menggunakan

video clips

menjadikan sebuah pengalaman bagi

pembelajar di dalam bahasa Inggris. Keberhasilan dari belajar bahasa Inggris juga

ditentukan dari pengalaman belajar yang bermakna dan berharga. Oleh sebab itu,

peneliti ingin mencari tahu pengalaman pembelajar dan makna dari pengalaman

mereka dalam belajar bahasa Inggris dengan

video clips

khususnya sebagai materi

tambahan untuk belajar bahasa Inggris dirumah.

Studi mengenai pengalaman dan makna pengalaman belajar bahasa Inggris

menggunakan

video clips

adalah untuk mencari tahu perasaan, pemikiran dan

makna dari pengalaman pembelajar. Studi bermaksud menjawab dua

permasalahan yaitu (1) Apakah pengalaman-pengalaman pembelajar dalam

belajar dengan video clips? (2) Apakah makna dari pengalaman-pengalaman itu

bagi mereka? Permasalahan ini akan terjawab melalui beberapa wawancara dan

diari. Kemudian peneliti mengundang pembelajar untuk melakukan refleksi

terhadap apa yang pernah alami dan arti dari pengalaman mereka. Studi ini

dilaksanakan di SMK N 2 Wonosari. Ada delapan pembelajar yang semuanya

laki-laki. Penelitian menggunakan

phenomenological study

. Data berupa naratif.

Data tersebut ditentukan keabsahannya menggunakan member checking atau

meminta pembelajar untuk meneliti hasil analisa dari peneliti.

CHAPTER 1

INTRODUCTION

This chapter contains background, problem identification, problem

limitation, research questions, research goals, research objectives, and research

benefits.

A.

Background

Developing such a material which fosters interesting and useful learning

experience is becoming more and more important. Considering the worth values

of audiovisual media such a video, some researchers explore the advantages of the

videos in the process of teaching learning activities in classroom. For examples,

Tatsuki (1996) has some ideas on using videos in learning language. He says that

a video as a medium of learning language can be used to various kinds of

activities. Moreover, videos give some advantages. They are to train listening

comprehension, to activate learners ‘schema, and to show a real experience of

communication by native speakers of English.

There is also an advantage of using videos (Ryan, 1998). He says that

learners ‘motivation increases when learners learn language using videos. He

develops some tasks using raw materials for example, a movie. The other

researchers who also study videos in language learning classroom are

Canning-Wilson (2000). They discuss some practical aspects of videos as materials in

language learning classroom. These researchers discuss and study videos used in

Therefore, what appear to be missing is the investigation of learners’ experiences

and meanings of learning English using videos.

What motivates the researcher to conduct this study is because of some

reasons. Learners’ experiences in learning English as a foreign language by using

an audiovisual material are still rare. Therefore, the researcher offers video clips

to meet the demand of the use of an audiovisual material helping learners in

learning language. These video clips show learners electronically transmitted

experiences of English communication. By using video clips, learners are able to

familiarize what and how English is used in such a situation. Richards &

Renandya (2002:209) state that by using audiovisual materials such as appropriate

films, videotapes, and soap operas, the lack of opportunity in foreign language

settings to interact with native speakers can be minimized because of the exposure

to many kinds of scenes, situations, and accents as well as voices. In addition, the

audiovisual materials also serve some experiences in learning English. Learners

obtain meanings from the experiences.

An experience serves an important contribution in successful language

learning. Kohonen

et al

., (2001:22) says that experience plays a significant role in

learning. Learning includes various experiences which become realities viewed by

each individual. Reality is “a subjective interpretation of the events, based on the

individual’s past experiences and history of life” (Kohonen, 2001:25). Each

individual views reality based on his personal constructs which are sometimes

unique. Citing Kelly’s definition of construct (1995), Kohonen (2001:25) explains

individual interprets his personal world of experience. By interpreting experience,

personal constructs will make and form another new constructs which later used

to revise the existing constructs again and again. The personal construct will

determine what and how one feels, thinks about, and acts toward something. He

emphasized that “constructs are abstracted from experience and can be revised in

the light of ongoing events in life” (Kohonen, 2001:25). It means that the

construct is able to change through various experiences in learning. For example,

a construct like ‘learning English is difficult’ will boost someone to learn English

thoroughly and regularly. On the contrary, the construct will also forbid him/her

to learn English or even make him/her lazy to learn English.

Nicholls (2002:22) states “learning can be thought of as a change in

students’ behaviour, which takes place as a result of being engaged in educational

experiences”. It means that as a result of being engaged in learning, learners may

have their feelings, thinking, and actions toward something changes. For example,

learners feel that English is difficult and then they learn in such a circumstance

and use interesting media. Finally, after some periods of learning, they feel that

English is not difficult but it is interesting and enjoyable to be learnt. This is a

result of learning process, but it may be vice versa.

The experiences, background, attitudes and abilities generate meaning and

concept of something. Citing Wittrock’ s approach of learning (1986), Nicholls

(2002:24) says:

By doing so, a teacher can help learners compose what they have already known

with the new knowledge in learning activities. A teacher provides an experience

of learning which includes new knowledge for learners to acquire, although not all

new knowledge can be obtained by learners. At least there is something left in the

mind of learners. This is like Elliot (1996:29) says that “human beings gain a

considerable amount of knowledge from personal experience”. Thus, a teacher

may serve learners to have their own personal experiences by providing materials.

Learners experience some events during learning activities. The result of

some experiences will gradually constitute constructs which determine learners’

feeling, thinking, and action. Nordby (1974:105) states an importance of a

construct for learners that is, “it determines what and how a person will perceive,

remember, learn, think, and act with respect to class of elements that are

encompassed by the construct”. In other words, after having such an experience,

they will remember, learn, think, and perceive what they obtain during learning

activities. As defined by Kolb (1984:26), learning is “a process whereby concepts

are derived from and continuously modified by experience”. It means that there is

a process whereby learners feel, think about, and perceive something and the

result will be changing based on the experience. Nevertheless, the result of what

they gained will be stored in the mind. The results which consist of what their

feeling, thought, and perception constitute new constructs. The emergent of new

construct is gained by the modified existing constructs.

In this study, the researcher will have some new constructs which are

English using video clips. Meanings of experiences are collected by listening to

the narratives by learners about perceptions on their experiences.

B.

Problem Identification

Learners’ feelings, thoughts, and actions are responses to learning English

using video clips. Their feelings, thoughts, and actions become experiences of

learning English using video clips. Thus, the feelings, thoughts, and actions which

they experience before, constitute meanings to learners as the part of history of

learning experiences in their life. As the discussions are about learners’

experiences on learning English using video clips, there are various issues which

can emerge as a consequence of investigating this topic.

Learners’ experiences in this case can include various kinds of things and

events which happened in certain time and place. A thing refers to an object which

is heard, read, talked about, thought about, touched, used, and some other actions

which are addressed to this object. This is based on the second characteristic of

experience itself that is “fundamentally social by nature” (Reichmann, 1985:9).

There is always a thing or an object in one’s experience. Besides, learners also

need one or more people to get involve as the second or third person in their

experiences. Moreover, learners also experience feeling, thinking about, behaving,

and perceiving something in their event of experience. Learners perceive and

interpret something and event based on their constructs and the constructs formed

and reformed by experiencing again. Therefore, learning experience will actually

In the learning process, learners use some strategies in order to reach the

goals of learning. Based on Oxford’s classification of strategies, there are

cognitive strategies, metacognitive strategies, social and affective strategies,

compensation strategies, and memory strategies. These strategies are used by

learners in solving the problems in understanding materials. Besides, they gain the

goals of learning that is to be able to listen and speak English and to communicate

with other people using English.

In the learning process, learners learn alone and together. The possible

tendency of how learners learn individually or in group can be investigated.

Learners tend to learn individually if they feel that they can do the tasks without

the help of others. They are independent in everything. But sometimes, there is a

moment where they share the tasks with the others. On the contrary, there are also

learners who are dependent in learning. They need help of others to solve given

problems and to accomplish given tasks together. In the case of learning English

using video clips, learning individually or in group can be applied both in the

classroom and at home.

In relation to the sources of video clips, the sources include electronically

transmitted experiences such as film, song, and news. All of these materials show

learners how the language expressions used in certain situation. Besides the

sources, there are other issues which can be investigated, for example what kinds

of film is played, how long the duration of the clip are made, what kinds of

have subtitles or even without subtitles. If there are subtitles, they are in bilingual

or monolingual. They can be closed caption and free caption.

Among the complexity of those interesting issues, it is necessary to take

into account that the study will investigate learners’ experiences on learning

English using video clips and meanings of their experiences. The results of the

study are personal experiences and collective meanings of experiences in learning

English using video clips.

C.

Problem Limitation

Concerning the complexity of issues to think about, it is necessary to limit

the scope of the study. Moreover, it is necessary to make it possible to go into an

in-depth investigation on the issues. Nevertheless, the limitation of the study is

also expected to give a chance for some further ongoing studies on this issue.

The study focuses upon learners’ experiences and their meanings of

experiences in learning English using video clips. Their experiences are obtained

from learners’ narratives through a series of interviews and diaries. The

participants in this study are learners from Information Technology Department.

Therefore, their experiences in operating and working with some computer

program are not denied anymore. This is good support in learning English using

video clips because the study needs learners who are able to work with a

computer.

The study attempts to investigate learners’ experiences including what

study attempts to investigate the meanings of learning experiences to learners. The

time for learning is free for them because this is take-home materials as

supplementary materials for learning English. During learning, learners are free to

apply various strategies to obtain their own goals of learning. After learning for a

while, they can construct some ideas about the use of video clips in learning

English. They can give meanings on their experiences of learning English using

video clips.

The sources of video clips are films which have English closed caption of

subtitles. Films are cut into short segments at approximately from one to five

minutes. These video clips can be played by using a video record player or with

Windows Media Player on a computer.

D.

Research Questions

The study aims to address the following research questions:

1. What experiences do learners have in learning English using video clips?

2. What do the experiences of learning English using video clips mean to them?

E.

Research Goals

The study attempts to attain the following goals; the first is a description

of personal’s learning experiences. This is obtained by inviting learners to think

and give stories about their experiences on feelings, thoughts, and actions during

meanings on learners’ experiences. Meanings are attained by investigating

learners’ perceptions and views on learning English using video clips.

F.

Research Objectives

There will be some specific objectives to answer the general research

questions. The first objective is to describe personal experiences during learning

English using video clips. This objective is obtained by describing personal

feelings, thoughts, and actions during learning English.

The second objective is to describe meanings of learners’ experiences.

This is done by inviting learners to be aware of and reflect on what, how, and why

they feel and do something. By doing so, it will constitute meanings of the

experiences. The results of interpreting and perceiving those things such as the

awareness of feelings and actions constitute meanings of the experiences to

learners. Therefore, the results will answer to the second research question.

Meanings of experiences refer to collective meanings as shared experiences

among several learners.

G.

Research Benefits

The followings are some benefits of this study. These benefits substantiate

how the study will account for the development of English language education

particularly, in the teaching and learning English in Indonesian context. The

From the scientific benefits, the study presents a model of technology and

an authentic material for learner in learning language that is, using a computer to

play video clips. Video clips are used to train the listening comprehension, to

activate the schema, to train the pronunciation of words, phrases, and sentences,

and to help learners to practice their speaking skill. For the English teachers, it

presents a model of teaching materials. Therefore, the English teachers can show

students video clips used as realistic model of such a communication or dialogue

in English. The video clip can be used for both classroom activities and home

activities. The last, this study gives a model of materials for designers of English

curriculum, handbooks or materials to use video clips written in their books.

From the humanistic benefits, this study promotes learners’ independence

and autonomy to determine their improvement of their knowledge and skill

especially the knowledge and skill which can be improved by using video clips.

Learners become more autonomous and self-fulfilling if they succeed in

improving their knowledge and skill by learning English using video clips.

Learners also become open-minded to such learning strategies using authentic

materials and technology especially a computer. The more they gain the more they

CHAPTER II

LITERATURE REVIEW

In this chapter, there will be theoretical review and theoretical framework

in order to contextualize some related theories of the research topics.

A.

Theoretical Review

In this section, the current literature on related topics includes the reviews

of (1) learning language, (2) the process of learning, (3) video clips used in

learning, (4) learners’ experiences, and (5) related research.

1. Learning language

Learning is a process whereby learners acquire knowledge and its result

becomes part of the existing knowledge in the mind of learners. As defined by

Brown (2000:7), learning is defined as the followings:

Acquisition or ‘getting’; retention of information or skill; retention

implies storage systems, memory, and cognitive organization; active,

conscious focus on and acting upon events outside or inside the

organism; relatively some form of practice, perhaps reinforced

practice; a change in behavior.

This definition describes learning as a process whereby learners gain, understand,

retain, memorize, and store knowledge in the mind. Practicing the knowledge

gained is as a result of learning. By learning, there must be a change in behavior

of learners.

From the point of view of experiential learning, Kolb (1984:31) states that

behave in learning process. Learning is “a holistic process of relating to the world.

It involves feeling, observing, thinking and acting, as a cyclic process” (Kohonen,

2001:27). Therefore, the followings are what the ideas of feeling, observing,

thinking and acting mean in learning process.

Feeling is also emotion. Feeling involves “a variety of personality factors,

feelings both about ourselves and about others with whom we come into contact”

(Brown, 2000:143). Personality factors, as learners’ emotional experience in

learning, include self-esteem, inhibition, risk taking, anxiety, empathy,

extroversion, and motivation. Feeling is also a form of attitudes. Nicholls

(2002:23) defined attitudes as “a student’s feelings towards some particular object

or class of objects”. Learners ‘attitudes contribute to successful learning because

by having positive attitudes they can easily learn something.

Observing means paying close attention to phenomenon for example

learning. By observing, learners will take and practice a model of something. For

example, learners view native speakers speaking and making some gestures or

movements. Then learners observe and keep the experience of viewing it in the

mind. Later on, they will act out the same thing.

Thinking consists of “connecting ideas with each other in order to arrive at

a general concept or a solution to a problem” (Nordby, 1974:101). Therefore,

thinking is to understand a reality from some ideas and combined them into such a

construct in the mind as the solution of the existing reality.

Acting is learners’ performance in actualizing themselves because of

(2000:144) says, “individuals act consistently in accordance with the values they

have internalized and integrate beliefs, ideas and attitudes into a total philosophy

or world view”. Thus, learning is a process whereby learners get and perceive

something in such situation they feel, think and behave or act in response to what

they have internalized before and use the result of their perception and thinking to

act again and again based on their existing ideas, beliefs, and attitudes.

The relationship of learning and experience is not separated. Nicholls

(2002:22) states that experience influences the change of learners’ knowledge and

behavior. The change is as a result of formation and reformation of ideas, beliefs,

and attitudes. It also affects learners’ behavior. Kohonen

et al.,

(2001:30) says that

learning is an experience to continue further activities for the sake of the

development of knowledge and skill. Thus, the experience can not be separated

from learning because learners can form and reform their ideas, beliefs, and

attitudes through experiencing such feeling, thinking, and doing something then

this will be continued for further activities again and again.

Something which is mentioned above is knowledge within the material. In

learning experience, learners can feel, think about, and do something because

there is a material being learnt. Nicholls (2002:30) says, “an understanding the

way of individuals go about learning is a relationship between the individual and

the material being learned”. In other words, understanding learning means to

consider and investigate the relationship between learners and materials. Thus,

understanding learning involves an experience of learners on what and how the

In conclusion, learning is getting knowledge or concept from materials

being learnt. Learning involves learners’ feeling about themselves, materials,

situations, and their learning strategies. Learning involves observing to the

materials, and situations. Learning involves thinking about the materials in order

to gain knowledge and concept from materials being learnt and how they learn by

using the materials. In this case, learners use some strategies in order to

understand, memorize and store knowledge or concept. Finally, learning involves

acting and doing something as a result of knowledge and concept gained. In this

case, practicing is also acting what learners know and understand as knowledge

and concept. Their thinking and behavior change as a result of learning although

sometimes it is not directly performed by learners.

2. The Process of Learning

There are some phases of learning which include several themes in each

phase. The phases of learning consist of before learning, during learning, and after

learning process. In the first phase, before learning activities, learners enter

learning activities with background of knowledge and learning style. These are

themes which affects learners in learning language. As what Anderson and Lynch

(1988:11) say that “ ‘previous knowledge’- “sometimes called ‘background

knowledge’ or ‘knowledge the world’ is central to the way we understand

language, whether through listening or reading”. The background of knowledge

makes learners understand, misunderstand or even do not understand to language

often the absence or incompleteness of such information that results in the sort of

non-comprehension that the foreign listener experiences”. Learners who do not

understand language can not be said as learners with low ability. Nevertheless,

misunderstanding or non understanding to language is a result of the

inappropriateness of learners’ background knowledge. For example, learners do

not know some words and a cultural understanding. Anderson and Lynch

(1988:48) strengthen that the mismatched knowledge between knowledge

possessed by learners and knowledge being learnt cause misunderstanding to

learners. Kohonen

et

al

., (2001:30) state that what learners have, such as

knowledge and skill, will promote understanding. Thus, for successful

understanding new language, it is necessary for learners to have enough

knowledge.

Another case which affects learners’ success in learning activities is

learning style. Learning style is what and how learners deal with the material in

terms of selecting materials and using the materials in learning activities. A style

used by one learner in learning such a material can be similar or different from the

other learners. Nevertheless, this style can be consistently applied by a learner to

face the other learning materials. Brown (2000:113) emphasizes, “style is a term

that refers to consistent and rather enduring tendencies or preferences within an

individual”. The style will also influence learner’s preference in a certain mode of

learning. For example, a learner prefers learning alone to learning together or in a

Besides some learners’ background knowledge and style, learning how to

learn is still needed for learners to prepare themselves to be active learners in the

process of learning although it does not guarantee success. Twinning (1991:24)

defines learning as “knowing how to learn, how to use specific strategies, and how

to make good study habits a routine practice improves the likelihood of success “.

Thus, learners need to know and apply learning how to learn.

The second phase is describing how learners become active learners in

learning language. First, learners make a preparation and planning for learning.

Planning helps successful learning. Twinning (1991:26) states that

“

planning is

the first step in successful learning. In other words, they must have a preparation

for learning“. Therefore, without planning, learners will not focus the objectives

and will not use appropriate strategies to gain what they need to learn. Twinning

(1991: 26) says “the more you are aware of how you learn, of your strengths and

weaknesses, and of how you can build your strengths, the more successful you are

likely to be in learning how to learn”. This is a result of learners’ self-reflection

or self-awareness in terms of weakness and strength. Thus, planning includes

learners’ goals and strategies in order to use their strength and to decrease their

weaknesses in learning.

Second, learners do monitoring comprehension. In monitoring

comprehension, learners can use note-taking and summarizing. Note-taking is “an

effective strategy for learning because it requires the learner to pay close attention

to the text and to construct, through notes, a meaningful interpretation of the text“

information into a condensed, more easily remembered version and tests your

understanding (Twinning, 1991:32). In addition, there is paraphrasing- rewriting

in learners own words. This contains the important information from the text,

which helps clarify meaning of materials being learnt.

Third, learners evaluate themselves or need someone to evaluate them.

The aim of evaluation for them is to know what and how they understand

knowledge. The evaluation is also for finding the difficulties and problems in

learning. Otherwise, learners can do self-testing. Twinning (1991:33) states, “the

test provides you with an opportunity to judge your understanding of subject prior

to a formal examination. Self testing prepares you for the actual experience”.

Fourth, it is useful to have relearning in order to have retention on more

the existing knowledge. Here, learners review what they learnt. They recall to it

easily. If they need it, they have the long-term memory about it. Therefore,

learners should review and memorize the knowledge they learn. If they do not

review and memorize it, they will easily forget. Twinning (1991:35) states, “if the

information studied is not thoroughly understood, appropriately organized,

systematically stored, and regularly reviewed, it is quite quickly forgotten”. The

information is not enough saved in the short-term memory, the learners should

keep the information in long-term memory. Finally, learners need to recall what

they have learnt. It is relearning. Relearning is to save what learners have learnt

and as one of review technique to save such an information in long-term memory.

Fifth, learners need to release their tension for a while during learning.

take a rest then, in order to refresh their brain because they will get nothing if they

are tired and difficult to concentrate. Twinning (1991:34) states:

Fatigue undermines learning and remembering primarily because of

a loss in concentration. To study for three or four 45-minute periods

with a 5- or 10-minute break between is much better for learning

than to study for three or four hours straight.

Sixth, learners need to speak up what they think and learn in order to ease

and keep the information in their brain. It is a function of verbal rehearsal.

Twinning (1991:34) states that the need to activate the repetition of what learners

learnt is a good way to save the materials in long-term memory. This is done by

reading or talking aloud to the materials which is read or listened.

Finally, learners need a time for practicing or even applying what they

have in their minds and materials they learn. It is over learning. It is worth over

learning the information or knowledge after the first time of learning.

Besides all steps which can be interchangeable in terms of the occurrence

of those things, there are also some strategies which accompany learners in

solving problems and gaining the goals of learning. The term of strategies is that

“specific methods of approaching a problem or task, modes of operation for

achieving a particular end, planned designs for controlling and manipulating

certain information” (Brown, 2000:113). Therefore, good learners usually tend to

have more strategies than the weak ones. They use them regularly and consistently

when they learn something. According to Oxford (1990:8), learning strategies are

creative actions by learners in order to learn faster in enjoyable and interesting

to achieve the goals. They also think the strategies they have much easier and

more effective from the other ways. Therefore, they tend to use those strategies

again in the next learning activity. In addition, every learner can use strategies;

therefore, there are also similar strategies among learners.

There are several strategies, which determine the kinds of strategy used by

the learners. According to Oxford (1990:16), two major strategy classes divide

learning strategies; they are direct strategies and indirect strategies. The two

classes are subdivided “into total of six groups (memory, cognitive, and

compensation under the direct class; metacognitive, and social under the indirect

class)” (Oxford, 1990:14).

The followings are some explanations of the appropriate strategies which

are used by learners in listening and reading activities because learning English

using video clips also provide learners to listen and read the subtitles. First,

memory strategies are strategies to help learners store and retrieve new

information, such as grouping or using imagery (Oxford, 1990:37). In relation to

memory strategies, learners can do activities which are intended to save and retain

information which they have learnt. Second, cognitive strategies are used by

learners to understand and produce new language by many different means

(Oxford, 1990:37). Therefore, the strategy includes such practicing, receiving

message, analyzing and reasoning, creating structure for input and output. From

the previous subcategories in cognitive strategies, there are some which exist in

learning English using video clips. They are for examples repetition of viewing

listening to the paralinguistic cues such as speech rhythm. Third, compensation

strategies help learners to guess or use languages because of their large gaps in

knowledge (Oxford, 1990:37) In learning English using video clips, learners find

difficulties in understanding expressions and then they try to understand by seeing

the actors’ mime, gestures and body movements in video clips. Fourth,

metacognitive strategies helps learners “to coordinate the learning process by

using functions such as centering, arranging, planning, and evaluating” (Oxford,

1990:135). In learning English using video clips, learners can plan and arrange

what their activities for further learning, or even they can determine what goals of

their learning activities. Fifth, social strategies helps learners learn through the

interaction with others. (Oxford, 1990:135) In this case, learners can learn together

with friends or share some ideas or solve difficult tasks together. Therefore, they

can learn through their experiences learning together or having interaction with

others.

In the process of learning learners’ personality factors take important role

in learning. Personality factors within learners contribute to the success of

language learning. A variety of personality factors includes self-esteem,

inhibition, risk taking, anxiety, empathy, extroversion, and motivation. These

abstract concepts are difficult to be defined empirically. Then, there is an

explanation to what each meaning and contribution to language learning below.

Brown (2000:145) says “people derive their sense of self-esteem from the

accumulation of experiences with themselves and with others and from

important in building esteem. Then task esteem refers to “one’s

self-evaluation of a particular aspect of the process: speaking, writing, a particular

class in a second language, or even a special kind of classroom exercise “(Brown

(2000:146). Learners evaluate themselves whether they are able in specific task or

exercise or not this causes their confidence and self-fulfillment. Brown (2000:147)

says:

Some persons-those with higher self-esteem and ego strength- are

more able to withstand threats to their existence, and thus their

defenses are lower. Those with weaker self-esteem maintain walls of

inhibition to protect what is self-perceived to be a weak or fragile ego

or a lack of self confidence in a situation or task.

Brown (2000:149) says “risk-taking is an important characteristic of successful

learning of a second language.” He states that “learners have to be able to gamble

a bit, to be willing to try out hunches about the language and take the risk of being

wrong“ (Brown, 2000:149). The statements means that successful learners prefer

doing task or exercise which is simple and without risk of making mistakes. They

pretend to make safe for themselves. They are not confident of doing such a task

or behaving in a situation. In doing this, they will have no critique and comment

on what is wrong with their result of doing such a task or exercise. In the process

of learning, to try out certain task is necessary for learning but then it will be

corrected later and the result become new construct because of experiencing

mistakes and the way of making it better.

There are trait anxiety and state anxiety. Trait anxiety is “a more

generally anxious about many things” (Brown, 2000:151) Otherwise, state anxiety

is experienced in relation to some particular event or act. In relation to learning

language, learners with trait anxiety usually avoid learning because they already

have something to be avoided at all. Then to make them change their mind needs

hard working because it may be a construct in their mind, that learning language is

hard and needs much effort that they can not do it. This becomes debilitative

anxiety. Then the one is facilitative anxiety, it is positive factor that at first or at a

glance of feeling nervous before something done, this is just to boost energy to do

it. After they have accomplished it, the feeling will disappear. “A construct has an

optimal point along its continuum: both too much and too little anxiety may

hinder the process of successful second language learning” (Brown, 2000:152).

Therefore, it is common that anxiety emerges in every learning activity. Thus, it

depends on how much anxiety affect to the learners’ desires, wants, and

self-confidence of doing something in learning process.

From the cognitive perspectives, Brown (2000:160) says “motivation

places much more emphasis on the individual’s decisions”. The construct of

motivation is from “the need for exploration and the need for knowledge” (Brown,

200:161). Learners are motivated to learn because of the need for exploration and

the need for knowledge. They feel so because they perceive the value of

something. They meet the needs of exploration, stimulation, knowledge,

self-esteem, and autonomy. In conclusion, through the affectivity, learners can be

aware of, respond, value, and understand and appreciate an organization and

3. Video Clips Used in Learning English

There is a common perception on what a video clip is, that is a song clip.

Otherwise it is different from the meaning of the ‘video clip’ term which is used

in this study. The researcher uses a video clip in this study as a short segment of

film or a film which has been cut into several short segments with certain duration

of time from one to five minutes. These clips have their own episodes for

example, a video clip about people who are communicating each other by using a

telephone. The followings are further explanations on the use of videos including

a short segment of film.

Nowadays, learners have an opportunity to increase their knowledge and

skill everywhere either inside or outside classroom by using audiovisual media.

The audiovisual materials, for examples films and videos, can promote perception,

understanding, transfer of training, reinforcement, or knowledge of results and

retention (Davies, 1971:111). Using films and videos, learners easily perceive

what knowledge presented especially to remember such a thing a long while and it

make learners easily to retain the knowledge gain. Knowledge which is

transferred through the materials, easily gained, memorized, and sometimes

recalled for further activities.

By viewing a video, learners can experience a realistic model of authentic

situation. According to McGovern (1983:2) a video can provide “the presentation

of chunks of authentic language within a whole context, thus enabling the students

of developing a wide range of linguistic and semi-linguistic skills e.g. highlighting

language functions, pinpointing non-verbal signals, showing the relationship

between linguistic and paralinguistic features”( McGovern, 1983:2). A video

shows the language in context, which helps learners to understand the message.

Learners do not only watch but also hear people speak in English.

A film can be put in video, which is accompanied by subtitles, full scripts,

or closed caption becomes an ease to understand meaning which are derived from

the phonological and orthographic information. According to Field (2003:12),

there is a need for learners to see the written form of a spoken word. This is not

only a word but also phrases or even utterances. He said that “we need to know

how to modify it when, for example, we want to refer to more information than

one item or to place an event in the past“ (Field, 2003:12). This is as an example

of knowing the morphological information of a word, phrase, or utterance.

Films are played on the computer because there is a multimedia in

computer which can show an audiovisual material. According to Newby

et al

.,

(2000:38) media, particularly multimedia, can “help learners experience input

simultaneously from different sources. Visual, aural, and tactile input can make

problems more realistic”. Learning with media is new experience for some

learners who usually learn with a book. A computer can present the multimedia to

show the audio and visual materials. In performance, it can visualize scene and

picture. In addition, it can also be accompanied by sounds and texts (Newby

et al

.

giving visual and aural value to help learners have better understanding the

material.

The problems emerge when they face words, which they do not know

before and think those words as slang or idiom. Therefore, words can have

different meanings in various contexts (Field, 2003:13). The role of the context is

making the learners to choose the appropriate meaning of words in given context

(Field, 2003:67). The other experience of learners exists when they deal with the

language in a film which does not have a literal meaning, but it has a context

meaning. The learners process the words in context meaning. Thus, it will be

complicated because they do not have enough cultural background and previous

knowledge about the language.

4.

Learners’ Experiences

Before further discussion on the experiences which become the main

constructs of this study, there are two kinds of experiences, lived experiences and

experience based on the sense perception. This study will investigate the

experiences from the sense perception in terms of what the learners observe, feel,

think, and perceive their activities in learning English using video clips. Then

following the experiences based on the sense perception, there is also an

investigation on the lived experiences. The lived experiences of learners in

learning English using video clips can be investigated by inviting the learners to

reflect on what they have felt, thought, and done when learning English using

Discussing a relationship between learning and experience, learning is a

process whereby concept derived from and continuously modified by experience

(Kolb, 1984:26). Therefore, experiences take important role to build concept of

something in the learners’ mind. To build such a concept, ideas of something are

formed and reformed through experience. For example, learners of English are

looking for the best strategy for learning English so that they can speak English

fluently, they do not know yet about strategy from the beginning of their learning

English. Nevertheless, they still try to find out by experiencing some ways in their

learning. They choose and determine the best way to train them to be able to

speak in English. This is the role of experience for them as a teacher to guide them

better in learning.

For further explanation to what the experience is, there is no exact

definition of experience, but Reichman (1985: 8) states two major terms to name

experience, they are the primary experience and derivative experience. The

meaning of an experience is either direct (primary) or indirect (derivative)

(Reichmann, 1985:21). The primary experience means the direct awareness of a

thing. In other words, it is what people experience directly. It is a concrete thing.

In relation to learning English using video clips, the concrete thing is an activity

in playing video clips with the computer. Then, films are in English. On the other

hand, derivative experience is an awareness of such a thing existed in the

experience on the level of primary experience or it is “an awareness of primary

experiences” (Reichmann, 1985:22). For instance, the learners are aware of what,

other words, it is “reflective experience” and “only made possible by prior act of

primary awareness” (Reichmann, 1985:9). Therefore, to search for the totality of

human experience, it should consist of two kinds of experiences above.

The meaning of experiences is not separated to the characteristics of the

experience itself. There is an explanation by Reichmann (1985:9-10), there are

three characteristics of experience; first the experience is “highly diversified’. In

this characteristic, various actions are involved in this experience that is, one can

remember what he/she has experienced for example seeing, touching, tasting,

smelling, laughing, judging, playing, writing, and constructing something. The list

is endless, one can add many ways to be able to experience his/her experience.

The second characteristic is “fundamentally social by nature” (Reichmann,

1985:9). There is a thing as the other in one’s experience. He/she never just sees

and hears or understands, but he/she sees, hears, and understands something.

Therefore, the meaning of human experience that is fundamentally social by

nature is that the reality of the existing thing in the act of experiencing thing or in

other words there should entail an ‘other’.

The third characteristic is “capable of growth and development”. The

characteristic of experience is capable of growth and development. There is no

single experience which stands in formulating the whole experience of

individuals. Thus, the last experience of learning which already exist in the mind

will also influence or affect to the learners in understanding meaning of

Reichmann (1985:49) says that the essences are also ideas which come

from the mind. Besides, the essence is also the core and idea of something. If it is

an essence of an experience therefore, the core is derived by understanding what

things and events, which actually happen. There is also an essence to shared

experience. Patton (2002:106) also states that an essence to shared experience is

“the core meanings mutually understood through a phenomenon commonly

experienced”. In order to capture and describe experience learners’ learning

English using video clips, it can be fulfilled from how they describe, perceive,

feel, remember it, and talk it with others. Then they can perceive what they have

learnt based on their consciousness to such experience they have. Citing James’s

statement (1910), Nordby (1974:93) states that “the stream of consciousness

provides a medium in which every thought, image, and feeling is immersed”. A

conscious looking at or aware of what already happen in the experience, can be

gained by inviting to narrative of learners who experience something.

The study on the experience and its essence is through phenomenological

study. Learners do such a phenomenon that is learning English using video clips.

This is like a phenomenon of a program but it is done and managed by learners

themselves including what the goal of their learning, when and where they learn

using video clips, with whom they learn or by individual learning, and so forth.

The phenomenological study is used to explore how learners make sense of

experience and transform experience into consciousness both individually or as

shared meanings. The experiences are explored through inviting to the meaning of

The narratives are gathered by interviewing learners to give their lived experience

and the researcher in this case tries to describe, replicate and interpret what the

actually essence and meaning of their experiences.

The narrative taken from the interview or diary can be broken down into

meaning units. Meaning units then form an essence of experience of something.

Taking Freire (1974:75-76), Kolb (1984:30) quotes that “as we attempt to analyze

dialogue as a human phenomenon, we discover something which is the essence of

dialogue itself: the word”. Therefore, meaning units in narrative are formed by

words, phrases, and sentences. Then these meaning units will form a sense of

something such as feelings; feeling of confusion, feeling of loneliness and so

forth. In the case of learning English using video clips, there might be some

meaning units which can be taken into considerations such what they feel about

learning English using video clips, what their perceptions on it and so forth.

5. Related Research

A number of researchers study on the use of videos in language learning.

They admit that there are some advantages of using videos in helping learners

learn English in enjoyable and interesting ways. For teaching English as foreign

language, videos bring an ease to have such a real world of the native speakers in

using English such as through films. To mention some of the researchers who

study on this field, that is the integration of various kinds of activities with videos

was studied (Tatsuki, 1996), and the use of film to boost learners’ motivation in

discusses some practical aspects of videos used as materials in language learning

classroom.

Reviewing on the above studies, what appear to be missing is that taking

into account the importance of learners’ narratives on such experiences and even

the meanings of those experiences to them which becomes sources to conduct

better teaching and learning activities which fulfill the demand of learners’ wants

and needs. Moreover, the conduct of this study is also an attempt to add literature

on it in Indonesian context especially in learning English using video clips.

B.

Theoretical Framework

Theoretical framework is intended to contextualize theoretical review on

the research questions and design procedures which help to answer the research

questions.

Learning is a process whereby learners acquire knowledge and then its

result becomes part of the existing knowledge in the mind of learners. Learning as

a process whereby learners gain, memorize, and store knowledge in the mind.

Practicing the knowledge gained is as a result of learning. As a result of learning,

there is a change in learners’ behavior. In learning, learners do not only perceive

and get something but they also feel, think, and do something in learning process.

Understanding learning means to consider and investigate the relationship

between learners and materials. Thus, understanding learning involves

what their feeling, thinking about, and doing some actions toward the materials

being learnt.

An experience means what thing people experience directly and the

awareness of the existence of thing. Through experience, learners can form and

reform their ideas, beliefs and attitudes through experiencing such feelings,

thinking, and doing something then this will be continued for further activities. To

investigate the essence of an experience, it needs to understand what feelings,

things and events through a phenomenon commonly experienced. In order to

capture and describe the experience of learners’ learning English using video

clips, it can be fulfilled from how they describe, perceive, feel, remember and talk

it with others. In order to gain the meanings of experiences, this is done by

inviting learners to be aware of what, how and why they feel and do something

and activities when learning English using video clips. Meanings of experiences

refer to collective meanings as shared experiences among several learners.

In the process of learning, learners will feel, think and do something.

They may have some emotional experiences that can affect their learning.

Materials and learning activities will affect their emotions such as difficulties of

language cause them uneager to learn or give up continuing learning. On the

contrary, interesting materials make learners happy and enjoyable in learning.

Learners’ feeling may consist of feeling inferiority, feeling confusion and feeling

enjoyed toward the use of video clips as learning materials, thinking something

for examples; think about their strategies, think about their weakness and