PERSPECTIVE OF THE STUDENTS TOWARDS THE USE OF
DIGITAL VIDEO IN LEARNING SIMPLE PAST TENSE
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan.
Dilla Agusta Varisa 112012038
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
PERSPECTIVE OF THE STUDENTS TOWARDS THE USE OF
DIGITAL VIDEO IN LEARNING SIMPLE PAST TENSE
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of Sarjana Pendidikan.
Dilla Agusta Varisa 112012038
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright @2017. Dilla Agusta Varisa and Yustinus Calvin Gai Mali, M. Hum.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of a least one of the copyright owners or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
TABLE OF CONTENT:
APPROVAL PAGE ... ii
PERNYATAAN TIDAK PLAGIAT ... iii
PERNYATAAN PERSETUJUAN AKSES ... iv
PUBLICATION AGREEMENT DECLARATION ... v
COPYRIGHT STATEMENT ... vi
TABLE OF CONTENT: ...1
ABSTRACT ...3
INTRODUCTION...3
LITERATURE REVIEW...7
Kinds of Videos in English Language Learning ...7
The Importance of Digital Video Use in Teaching and Learning ...8
Previous Studies on the Use of Video in English Language Teaching ...9
THE STUDY ...11
The context of the study ...11
The research participants ...12
Data collection procedure ...13
Data collection instruments ...13
Data analysis ...15
FINDINGS AND DISCUSSION ...15
Help the students to remember the material ...16
Lack of vocabulary knowledge ...17
Confusion in understanding the native speaker’s talk in the video ...18
CONCLUSION ...18
ACKNOWLEDGEMENT ...22
PERSPECTIVE OF THE STUDENTS TOWARDS THE USE OF
DIGITAL VIDEO IN LEARNING SIMPLE PAST TENSE
Abstract
The digital video has been known as one of the examples of technology development that is applicable and commonly used as a tool supporting language learning. For decades, video has been debated of its advantages and disadvantages as a tool in supporting English as a Foreign Language (EFL) learning. Some previous studies confirm that the digital video as a tool in supporting EFL learning can increase the students’ motivation, enhance the students’ ability to memorize the materials, and provide the authentic materials to the students. This study aimed to explore the students’ perspective towards the use of digital video in English Language classroom especially in learning simple past tense material. The participants of this study were 10 students in the first grade of Vocational High School 2 Salatiga. The questionnaire was distributed to the students to get the data about their perspectives. The results of this study showed that most of the students had positive responses towards the use of digital video to learn simple past tense.
(2010), the inclusion of video clips in teaching is becoming increasingly dominant in the second language learning curriculum.
In addition to Indonesia, some countries also have implemented digital videos as English learning tools. Japan is an example of a country which uses the opportunities of nontraditional material such as video to utilize and to stimulate the interest of the students in EFL learning as shown by study of Iwasaki (2005). This study shows that the use of audio visual aids such as videos is wasting the effective time to teach in the class. The study also shows that the video and other audio visual aids can be effective tools to teach English only if the teachers are able to provide thoughtful selection, preparation, and facilitation.
Video related activities are also reported to be helpful to enhance the student’s comprehension and raise the students’ motivation. As practiced in Safir
English Language Institute, Gowhary, Pourhalashi, Jamalinesar and Azizifar (2015) concluded that providing captions for Iranian EFL learners could be helpful in overcoming some of their listening comprehension difficulties. Materials from the YouTube website were used to supplement the textbook. This phenomenon was investigated by Kelsen (2009) who posists that YouTube can be used as authentic material input and as a motivational tool for the college students in International Language and Cultural Center at Yuan Ze University, Taiwan.
Pemerintah Republik Indonesia Nomor 17 Tahun 2010 Tentang Pengelolaan dan
Penyelenggaraan Pendidikan, Pasal 16:
“Dalam menyelenggarakan dan mengelola sistem pendidikan nasional,
Kementerian mengembangkan dan melaksanakan sistem informasi pendidikan nasional berbasis teknologi informasi dan komunikasi”.
However, the use of digital video as a learning tool has been debated for its advantages and disadvantages. Canning-Wilson and Wallace (2000) claimed that video can be a communicative media contributing to the understanding of the target language culture. Video provided authentic language input and increased contact in various ways with native speakers of the target language through video viewing. Willmot, Bramhall, and Radley (2011) showed that there is strong evidence that digital video related activity can inspire and engage students when incorporated into student-centered learning activities through enhanced team working and communication skills. Another supporting idea comes from Castañeda and Rodríguez-González (2011) who claim that video-recording also can help students in constructing their self-image, which is one of the personal and professional identity-making process elements.
In contrast, some studies showed the disadvantages of video. Caspi, Gorsky, and Privman (2005) reported that students might feel frustrated by using videos as a learning tool. Most of the tasks involved in video instruction, include hearing, watching and writing. These tasks were too demanding and thus resulted in students’ negative feelings towards the video as the medium to support their
authentic materials often contain difficult language, unneeded vocabulary items, and complex language structures. Another things that becomes a disadvantage in the use of digital video is the preparation and presentation of video for the students as stated by Ismaili (2013) who reported that the long length videos such as movies in the classroom meant loosing class time and difficulties of showing movies during the class periods.
In my experience during my teaching practicum in one of Vocational High School in Salatiga, I found the fact that there was only one teacher applied the technology as a tool to support the teaching and learning process. I learnt that the teacher uses videos as the learning tool to support his teaching. Reflecting on what he has done, I am interested to explore the perceptions of the students towards the use of digital videos in teaching simple past tense indicating an activity or situation that began and ended at a particular time in the past (Azar,2003). Different from Indonesian language, English grammar is more specific towards time when the activity happens. This difference might become one of the problems faced by the students in Indonesia. More specifically, this study is to explore the perspective of the students on the use of video to learn simple past tense and answer the following research question:
What are the perspectives of the students in tenth grade of state vocational
high school 2 Salatiga towards the use of digital videos to learn simple
past tense?
entertaining media, but also can be used as tools to support language learning. Also, this study hopefully provides ideas for EFL teachers to apply the digital video as a supporting technology which is able to support the teachers in teaching simple past tense. In addition, this study is expected to provide EFL teachers about practical things about what they should prepare and do when they want to apply the digital video in their classrooms to faciliate their students in learning simple past tense.
LITERATURE REVIEW
Kinds of videos in English language learning
always easier video sequences, spoken at a slower rate that can match lower level students’ needs (Talaván, 2007).
Another kind of digital videos to support the student’s learning is language learning video. Different from authentic videos, this kind of videos is created specifically to aid the learning process. Simo, Fernandez, Algaba, Salan, Enache and Albareda-Sambola (2010) defined a language learning video as a short demonstration stream video which has a very specific goal and has been created in a very short period of time with few resources and that can be combined or embedded within other materials of a course. Nowadays, many publishers have produced this kind of digital video to accompany the course books.
The Importance of Digital Video Use in Teaching and Learning
The digital video use bring some advancement in English learning and teaching. The digital video effective to enhance the student – centered learning. Willmot et al (2012) show that there is strong evidence that digital video reporting can inspire and engage students when incorporated into student-centred learning through development of learner autonomy enhanced team working and communication skills
Previous Studies on the Use of Video in English Language Teaching
Some previous studies discuss how the digital video can give certain benefits to the students in English learning. The study was carried out by Skjæveland (2016) to the 39 lower secondary EFL teachers in the Stavanger area participated and a small-scale case study in a tenth grade class. This study measured the students’ attitudes and their reaction towards the digital video use as
supporting tool in English language learning. In this research, Skjæveland used two types of short videos, news broadcast, and documentary. Skjæveland found that the students mostly have positive attitude towards learning activity with short English videos. In the students’ opinions, lessons with videos were beneficial for
their language learning and generally enjoyable classroom activities. Furthermore, students believed that they learnt more, focused better, and remembered contents longer by viewing video as opposed to only reading written texts in English lessons.
Another study about the use of videos, especially YouTube videos, was conducted by Kabooha and Elyas (2015) who found the benefits of digital video. The findings of their study showed that YouTube video provided significant effects on the students' vocabulary acquisition. They claimed that the students in this research had positive attitudes towards the use of YouTube videos to facilitate the acquisition of new vocabulary items. Further, they also found that the digital video could also support the students in various skills beside vocabulary
this study showed that videos may hold potentials not just for vocabulary learning and increasing oral fluency but also for grammar learning instructions.
In addition, digital videos can also increase the motivation of the students to learn English. Ismaili (2012) explained that movies in the classroom were new and very pleasant experience for the students. He reported that most of the EFL students claimed that the video motivated them to see and hear real-life situations than to follow the activities in the graded book.
The previous studies inform the present study that videos have benefits for the students in their learning process. The digital video helped the students to focus in learning the material and also increased their ability to remember the material presented in the classroom. The digital video also gave the students more information than the traditional teaching, such as using books to support the learning process. The digital videos also provided an authentic material that gave the opportunity for the students to learn from the real life activity. Most of the previous studies also claimed that the digital video increased the students’
motivation in learning English subject.
THE STUDY
The purpose of this study was to explore the students’ perspectives towards the use of digital videos as a learning media to support the learners in learning simple past tense.
In order to achieve the research objective, the researcher approached the study qualitatively. According to Creswell (2009), there were some main characteristics of qualitative research. First, the research should be conducted in a natural setting. In this research, the researcher collected the data in the school where the teaching and learning activities were held. Second, the researcher was as a key instrument. Clearly, the researcher in this research was the one who conducted the research and gathered the data to answer the research question. Third, qualitative research involved multiple sources of data. In essence, the data used in this research relied on more than one source of data. Fourth, the qualitative research began with a single focus or concept being explored. The same with this characteristic, this study was focused on learning the participant’s perspective towards the use of videos in their classroom.
The context of the study
research site. The first reason was that State Vocational High School 2 Salatiga was the place where the researcher did teaching practicum and became a student teacher. This experience would help the researcher to get access to do the research and collect the data from the students.
The second reason was during the researcher did teaching practicum in State Vocational High School 2 Salatiga, the researcher found the fact that some of tenth grade students were taught English by using digital videos. This was practiced only by one English teacher in this school. Therefore, the researcher believed that the school was the right research site that could provide rich data about perspectives of those students in the school towards the use of digital videos in the classroom in learning simple present tense.
The research participants
Data collection procedure
To gather the responses and check the perspective of the use of digital videos in learning simple past tense, first the researcher asked for permissions from the school.
After getting the permission from the school, the researcher contacted the English teacher and asked for permission to do study towards students who were learning English in the classes he taught. The researcher distributed the questionnaire to the ten students to be responded.
Data collection instruments
In order to gather the data from the students, the writer use a questionnaire. The writer found some difficulties to get the statements to be used in questionnaire, so the writer make a questionnaire consisted of ten statements stated by six different authors. Table 1 displays the questions put in the questionnaire.
Table 1. The Questions in the Questionnaire
Data analysis
To analyze the questionnaire data, the researcher did these steps. First, the researcher read the result of the questionnaires and the answers of the participants in the interview. After read the result, the researcher transcribed the responses of the participants.Second, the researcher categorized the responses of the participants and put the findings into the themes.Third, the classified findings were analyzed and the researcher correlated the responses with some relevant data.
FINDINGS AND DISCUSSION Obtaining authentic materials
Most of the participants stated that the videos played by the teacher in the classroom were related to holiday experiences. This made them easy to understand simple past tense because holiday was something they found outside the classroom. This is what student 6 conveyed in the interview
“By watching the native speakers talking about their last holiday, I could learn the “be” form used in the past tense”
(Student 6/translated by the researcher). Student 9 also conveyed similar ideas:
“The video shows how the native speaker is talking with present tense in the beginning of video, then when he is telling about his holiday in Thailand he is using simple past tense”
(Student 9/translated by the researcher).
other forms of authentic material. The video also provide students with authentic language input. According to Tschirner (2001) the authentic material is rich enough to promote language acquisition. Berardo’ study (2006) explain how
students gain some benefits from the exposure of authentic material. This study also shows that authentic materials are highly motivating, giving a sense of achievement and encourage the students for further learning.
Help the students to remember the material
Most of the participants in this research claimed that the digital video
“Sometimes the speaker in the video practicing when the simple past tense used, and he also shows us animation and table about verb 2 used in the past tense”
(Student 3/translated by the researcher)
potential to enhance learning, it can be an aid to support memory recall and comprehension.
Lack of vocabulary knowledge
A problem for the participant is that they have a limited vocabulary. Sometimes when the video played they cannot follow the explanation as they have vocabulary problem. As stated by participant 5:
“There are many new words that I haven’t heard before, so I cannot follow the explanation he said”
(Student 5/translated by the researcher) Added by participant 10:
“Sometimes I interrupted the class to ask the teacher and cannot do the task because I cannot find the word to use to express what I want to say” (Student 10/translated by the researcher)
Based on the interview, the findings shows that the participant having problem in understanding the material with many unfamiliar word occurred in the video. Chou (2011) stated that vocabulary knowledge is important when it comes to helping second language learners improve their comprehension. The problem caused by lack of vocabulary knowledge was stated in Assaf’s study (2015) which
also shows that the digital video use causing several challenges for the students. According to Assaf, challenges might occur in the classroom during watching the video, they are: disability of word recognition and lacking background information about topic. In Hasan’s study (2015) also stated the problem that
Confusion in understanding the native speaker’s talk in the video
Some of the participants disagree that the native speakers in the video helped them to learn the material. They assumed that the native speaker in video makes them fail to understand the material. Student 4 said that the native speaker spoke too fast:
“The native speaker in the video spoke too fast and I couldn’t hear the word he said”
(Student 4/translated by the researcher)
Similar problem was also experienced by participant 7:
“To understand what the native speaker said, I need to watch the video for many times, as he spoke too fast.”
(Student 7/translated by the researcher)
The use of video in classroom might also causes some problems like what experienced by the participants. This problem is similar to Hasan’s study (2000),
he found many EFL learners find that they are unable to comprehend natural spoken English delivered at normal speed. According to Shrosbree (2008), there are several causes that mostly occur in students during listening to the native speakers. The most common problem is speed rate of speech, followed by another problems such different accent and number of words spoken while speaking.
CONCLUSION
from the students. From the study, the researcher found that most of the students agreed that the digital videos helped them to learn simple past tense.
The result of the research showed how the video could motivate the students in learning, the students believed that the digital video made them more active to participate in class activities and to do the task given by the teacher. The video also gave them opportunity to learn the authentic material. This opportunity was very advantageous for them, they could learn how the language used in real life. Moreover, most of the participants in this study thought that the video helped them to remember the material. They thought the funny animations and how the speakers in the video explained the simple past tense material made the video easier to remember.
However, the participant also faced some problems. In essence, the most common problem experienced by the students was their limitation of vocabulary. According to the students, this problem made the students unable to follow the material explained inside the video. Beside the vocabulary limitation, the students also faced another problem that they could not understand what the native speakers in the video were talking about. According to the students, the speed of the native speakers when they were speaking or explaining the material was too fast. Some students also said that they needed to watch the video many times or they had to ask the teacher to repeat the videos in some parts to be able to understand the native speakers’ conversation in the video.
material actually are not purposed to be used in language learning activity. The authentic video material designed for entertainment rather than language teaching purpose even though this kind of video is a rich and exciting source for instruction in English as a second language. The teacher needed to be careful when selecting the themes of videos for the whole classroom. The theme of this authentic video must be familiar to the students. For examples, the teacher may use video with holiday, family or school activities. The unfamiliar themes will not be effective for the students as they lack of background information about the theme provided.
Second, another problem that might be experienced by the students is their ability to understand the native speakers. The video with native speakers confused the students with the occurrence of many unfamiliar words. There is no limitation of the words used by the speaker in the video. In order to deal with this problem, the researcher suggest the teacher to be aware to choose the authentic videos which will be used in the classroom by considering the words spoken by the speakers. The teacher need to choose the videos with less unfamiliar expression. Therefore, the students will be able to understand the material.
Beside the unfamiliar words, the speed rate of the native speakers will cause a confusion for the students. In order to overcome this problem, the researcher suggests the teacher plans to use the digital video that involves native speaker by playing the video repeatedly several times. The teacher can also repeat some parts of the videos that the students found it difficult to understand.
ACKNOWLEDGEMENT
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