L O O H C S H G I H R O I N U J E T A V I T O M O T S O E D I V F O S E L O R E H T
H S I L G N E N R A E L O T S T N E D U T S
ASARJANAPENDIDIKANTHESIS
s t n e m e r i u q e R e h t f o t n e m ll if l u F l a it r a P s a d e t n e s e r P
e h t n i a t b O o
t SarjanaPendidikanDegree n o it a c u d E e g a u g n a L h s il g n E n i
y B
a v o n a D a n it n e l a V t
S uden tNumber:101214043
M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
N O I T A C U D E S T R A D N A E G A U G N A L F O T N E M E T R A P E D
N O I T A C U D E D N A G N I N I A R T S R E H C A E T F O Y T L U C A F
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
i S
E L O R E H
T OFVIDEOSTOMOTIVATEJUNIORHIGHSCHOOL
S T N E D U T
S T OLEARNENGLISH
ASARJANAPENDIDIKANTHESIS
l a it r a P s a d e t n e s e r
P Ful ifllmen toft heRequirements i
a t b O o
t nt heSarjanaPendidikanDegree h
s il g n E n
i LanguageEduca iton
y B
a v o n a D a n it n e l a V
t n e d u t
S Number:101214043
D U T S N O I T A C U D E E G A U G N A L H S I L G N
E YPROGRAM
T N E M E T R A P E
D OFLANGUAGEANDARTSEDUCATION
F O Y T L U C A
F TEACHERSTRAININGANDEDUCATION
Y T I S R E V I N U A M R A H D A T A N A S
A T R A K A Y G O Y
ii
ASarjanaPendidikanThesi son
L O O H C S H G I H R O I N U J E T A V I T O M O T S O E D I V F O S E L O R E H T
H S I L G N E N R A E L O T S T N E D U T S
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y b d e v o r p p A
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B BramM.Ed. ,Ph.D. Date23October2014
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y B
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y b d e v o r p p A
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B BramM.Ed. ,Ph.D. Date23October2014
ii
ASarjanaPendidikanThesi son
L O O H C S H G I H R O I N U J E T A V I T O M O T S O E D I V F O S E L O R E H T
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L O O H C S H G I H R O I N U J E T A V I T O M O T S O E D I V F O S E L O R E H T
H S I L G N E N R A E L O T S T N E D U T S
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P 23October2014
n a k a t a y n e m g n a Y
v o n a D a n it n e l a
ii v T C A R T S B A . 4 1 0 2 . a n it n e l a V , a v o n a
D The Role so fVideo to Moitvate Junio rHigh Schoo l o t s t n e d u t
S Learn Englsih .Yogyakatra :The Engilsh Language Study Program , . y ti s r e v i n U a m r a h D a t a n a S n I e s u a c e b s i tI . g n i g n e ll a h c s i s t n e d u t s L F E o t h s il g n E g n i h c a e
T donesian
d u t
s entslack fo moitvaitoni n l earningEngilsh becauseoft hei rown mind sett ha t n i g n i h t t n a tr o p m i n a s i n o it a v it o M . t c e j b u s g n i y fi r r e t d n a t l u c if fi d a s i h s il g n
E et h
d u t S . s s e c o r p g n i h c a e t d n a g n i n r a e
l ent swli lno tget maximum resutls fi t hey do y a w t s e i s a e e h t f o e n O . n r a e l o t n o it a v it o m y n a e v a h t o
n s tomoitvatet hestudent s
g n i s a e r c n i y b s
i thei renthusiasm and media i sone thing tha tcan increase the o e d i V . m s a i s u h t n e ’ s t n e d u t
s si arleady used i n al lover t he wo lrd because t hese it a c u d e s y a
d ona lvideoi seasyt ouseandcanbeeasliydownloade dforf ree. h c r a e s e r s i h
T aimed t o ifndhow videosi ncreasestudents ’moitvaitonand i s o e d i v f o s e l o r e h
t n moitvaitng students t o l earn Engilsh .From the researche r s a w t i e c n e ir e p x
e found tha tstudents ’mo itvaiton in learning Engilsh in SMPK a w o g g n il o b o r P i e D r e t a
M slow and the teachers have no tused modern media o w t d e t a l u m r o f r e h c r a e s e r e h t s i s e h t s i h t n I . y l e v it c e f f
e quesitons . The fris t
a w n o it s e u
q s “howd o videos increase junio r high school students ’ learning d n o c e s e h t d n a ” ? n o it a v it o
m wa s“wha tare the role so fvideos in moitvaitng ” ? h s il g n E n r a e l o t s t n e d u t s o
T solvether esearchproblems,t her esearche rconductedsurveyr esearch . h c r a e s e r e h
T wa sconductedi nSMPKMate rDe iProboilnggoandt heparitcipant s c i m e d a c a n i D 7 f o s t n e d u t s 0 3 d n a C 7 s s a l c f o s t n e d u t s 9 2 e r e w h c r a e s e r s i h t f o a e
y r2013/2014 .The researche rused quesitonnaries to ge tthe data abou tthe s r e p ’ s t n e d u t
s pecitve on the use o fvideo as teaching media and how i taffect s r
i e h
t moitvaiton .Ther esearche ralsoused ifeldnotet ogathersomedataf romt he . s s a l c h c a e n i s e m it o w t n o it a v r e s b o e h t d e t c u d n o c r e h c r a e s e r e h T . n o it a v r e s b o n o it a v r e s b o t s ri f e h
T wa sheld to ifnd the students ’behavio rbefore the teache r e h t d e s
u videos sa teaching media .Beforet hesecondobservaiton,t her esearche r a e t e h t e v a
g che rase toft eachingmateiraland t hreevideost ha twereused i n t he n o it a v r e s b o d n o c e s e h T . s s a l
c sw a conductedt o ifnd et h students ’behavio rwhen d e s u r e h c a e t e h
t videoasteachingmedia. tl u s e r h c r a e s e r e h t m o r
F s, t heresearche rfound t hat t he video helpe d the e
d u t
s ntsi ncreaset hei rmoitvaitoni nlearni ngEngilsh .Fromt hequesitonnarieand r e s b o e h
t vaiton resutl , the researche r foun d fou r step s of how videos e s a e r c n
i dstudents’ moitvaiton and also found if ve role s o f videos ni the d e p l e h o s l a o e d i V . m o o r s s a l
c the teache rto grab the students ’atteniton and p
l e
h e dthes tudentst ounderstandt hes ubjectt augh tbetter. , n o it a v it o m ’ s t n e d u t s : d r o w y e
ii i v S B
A TRAK
. 4 1 0 2 . a n it n e l a V , a v o n a
D The Role so fVideo to Moitvate Junio rHigh Schoo l h
si l g n E n r a e L o t s t n e d u t
S .Yogyakatra :The Engilsh Language Study Program , .
y ti s r e v i n U a m r a h D a t a n a S
r a j a g n e
M Bahasa Inggrsikepada murid EFL sangat hl a menantang. Ha l i
n
i rte j kadi arena moitvasi belajar bahasa ingg ir smurid Indonesia masih perlu i
n i l a H . n a k t a k g n it i
d te jradi karena p ola pike rpara siswa bahwa bahasa inggri h
a l a d a
s m atapelajaranyangsusah nd a menyeramkan .Mo itvasiadalahha lyang t
a g n a
s pen itng dalam prose s belajar d an mengajar . Siswa itdak akan n
a k t a p a d n e
m hasi lyangmaksimal aij k mereka itdakmempunyaimoitvasibelajar . h
a d u m g n il a p u t a s h a l a
S untuk memoitvasi isswa adalah dengan meningkatkan h
a r i a
g mereka dalam belajar dan media adalah salah s atu ha lyang dap at n
a k t a k g n i n e
m gairah belajar mereka. Video sudah digunakan d iseluruh dunia a
n e r a
k sekarang video pendidikan sangatmudah untukdigunakan nd a diungguh .s
it a r g a r a c e s
n a it il e n e
P ii n bertujuan untuk mencari peran video dalam memoitvasi a
w s i
s untukbelajarbahasa inggri .s Dar ipengelaman peneilit ,dtiemukanbahwa i
s a v it o
m isswa dalam mempelaja ir Bahasa Inggri s d i SMPK Mate r De i o
g g n il o b o r
P masih rendah dan guru pengajar belum menggunakan media a
r a c e s n r e d o
m efekit.f Dalam skripsi ini ,peneilit merumuskan ud a rumusan h
a l a s a
m . Yangpertamaadalah“bagaimanavideomeningkatkanmo itvasibelajar a
u d e k g n a y n a d ” ? a w s i
s adalah “apa as aj peran video dalammemo itvasisiswa k
u t n
u belajarbahasainggris?” k
u t n
U menjawabrumusanmasalahtersebut ,peneilitmelakukanpeneilitan .i
e v r u
s Peneilitan diselenggarakan d i SMPK Mate r De i Proboilnggo d an n
a p i s it r a
p d ari peneilitan ii n adalah 29 siswa d ari kela s7C dan 30 siswa d ari n
u h a t i d D 7 s a l e
k ajaran 2013/2014 .Peneilit menggunakan kui isoner untuk i
a n e g n e m a t a d n a k t a p a d n e
m ep rspektfi siswa mengenai penggunaan video n
a r a j a l e b m e p a i d e m i a g a b e
s d an bagaimana video mempengaruhi moitva is .
a k e r e
m Peneilit juga menggunakan ifeld note untuk merekam hasli observa is i
s a v r e s b O
. d liaksanakan dua kal i d i seita pkela .s Observas i yang pertama dilakukanuntukmengetahuiperliaku ila s siswa. Observasikeduadliakukanuntuk
i u h a t e g n e
m perliaku ssiwa setelah guru menggunakan video sebaga i media .
n a r a j a l e b m e p
li s a h i r a
D peneilitan ,peneilit menemukan bahwa video dapat membantu a
w s i
s untuk nm ie ngkatkanmoitvasibelajarmerekadalambelajarbahasainggris . li
s a h i r a
D kuisioner d an observa is , peneilit menemukan empat langkah t
a p a d o e d i v a n a m i a g a
b meningkat k an moitvasi eb lajar isswa d an juga n
a k u m e n e
m il ma peran video yang dtiemukan id dalam kelas .Video j uga dapat k
u t n u u r u g u t n a b m e
m mendapatkan perhaitan ssiwa nd a membantu siswa untuk i
m a h a m e
m subjekpelajaranyangdiajarkanlebihbaik. i
c n u k a t a
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S T N E M E G D E L W O N K C A
d y m s s e r p x e o t e k il d l u o w I t s ri
F eepes tgrattiudet o my Jesu sChrist rfo ,
g n i s s e l b d e ti m il n u e h
t for t aking care o fmeevery day, fort he srtength ,and fo r s
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H proteciton .A nd Iwould ilke t o t hank my Mother Mary fo ralway sprayi ng .s
i s e h t s i h t h s i n if n a c I o s e m r o f
r p x e o t e k il d l u o w
I es smy specialthanks t o my advisor,Barl iBram fo r e
m it s i
h andguidancef romt heverybeginningunit l I ifnisht hist hesi .s
Iwan tto thank my famliy,Bapak ,Ibuk ,andAdek Dhaka tha talway s i
e m a n y m n o it n e
m n t heri prayer . Ithank them fo ralway sshow me how much y
e h
t loveme.Theyaret hebes.t k n a h t o t t n a w o s l a
I my besites ,Memei ,Lina ,Ntinot ,Reg tia ,Wara , d
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h thing Ineedi nthesefouryear .s k
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I everybody who helped me ni ifnishing t his t hesis ,whose s
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x
S T N E T N O C F O E L B A T
.. .. .. .. .. .. .. .. .. .. E G A P E L T I
T ...i V
O R P P
A ALPAGES. ... . ii ..
.. .. .. .. .. . E G A P N O I T A C I D E
D ... . v..i ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S . ... .. .v ..
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... ... ... ... .... .. . .. vi S
B
A TRACT. ... iv i K
A R T S B
A ... ... ... iiv i ..
. S T N E M E G D E L W O N K C
A ... ... ... i.x ..
.. .. .. . S T N E T N O C F O E L B A
T ... x ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E L B A T F O T S I
L ... .. xii F
O T S I
L APPENDICES... . iix i N
O I T C U D O R T N I. I R E T P A H
C ... .1 .... .
A ResearchBackground ... 1 .
B ResearchProblems. ... . 4 .
C ProblemLimtiaiton ... 4 .
D ResearchObjecitves...5 .
E ResearchBenefti s... 5. . .
F DeifniitonofTerms...6 E
R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H
C ... ... .... ...8 .
A Theoreitca lDescirpiton ... .... ... . 8 .
1 Students ’Moitvaitonf o rLearning ... 8 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o it a v it o M f o n o it i n if e
D ...8
l a n o it a v it o
M theo ires. ... 9 a
h t s r o t c a
F ti n lfuencemoitvaiton. ... 01 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a v it o M f o s e p y
T ...1 2
.. .. .. .. . s t n e d u t S d e t a v it o M f o s r o t a c i d n
I ... .13 .
2 Video sonLanguageTeaching ... ... ... 15 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a t n e s e r P r o f o e d i
V ... .15
ti f e n e
B sonUsingVideosf ort heStudents. ... .16 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . e r u t a e F l a i c e p S ’ s o e d i
V ... . 7 1 l
a i c e p s ’ s e r u t c i p n o it o
M value... .1 8 ..
.. .. .. .. .. .. .. .. .. .. s e l d r u h n o it a c i n u m m o c f o e g d ir b a s a a i d e
M ... .19
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . e t u b ir tt A l a i c e p S ’ s o e d i
i x
o e d i V f o s s e n e v it c ir t s e R d n a s e g a t n a v d
A ...2 1 .
B Theoreitca lFramework. ... .27 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Y G O L O D O H T E M . I I I R E T P A H
C ... 2... 9 .
.
A ResearchMethod ... .2 9 .
B ResearchSetitng ... ... ...3 0 .
C ResearchParitcipant s... ... . ... . 03 .
D ResearchI nsrtumen tandDataGatheirngTechnique s. ... . 1.. 3 .
E DataAnalysi sTechnique... ... ... .... 3 2 .
F ResearchProcedure s... .. 23 ..
.. N O I S S U S C I D D N A T L U S E R H C A E S E R . V I R E T P A H
C ... ... .. .... 43
.
A TheEffec to fUsingVideoa saTeachingMedia... .. ... 36 .
B Students ’Behavio rToward sMediaUsed... ... ... 6 .4 .
C HowVideoI ncreaseStudents ’LearningMoitvaiton ... 1..5 .
D TheRole so fVideoonMo itvaitngStudent s... ... ... . 55 ..
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
C ... . .... .. 63 ..
.
A Conclusions... ... ... ... ...63 .
B Recommendaiton s... . ... .. .65 .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C N E R E F E
R ... . 68 .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E C I D N E P P
ii x
S E L B A T F O T S I L
.
1 Moitvaitona lTheo ires. ... .9 .
2 7CQuesitonnarieResutl. ... 6....3 .
3 7DQuesitonnarieResult. ... ... 73 .
4 Quesitonnarief ormula... .38 .
5 7CObservationSheet. ... .47 .
ii i x
S E C I D N E P P A F O T S I L
.
1 Quesitonnarie... 1....7 .
2 7CQuesitonnarieResul t... ... ... 37 .
3 QuesitonnarieResu tl. ... .. 47 .
4 7CObservaitonSheet ... .75 .
5 7DObservaitonShee t... 6..7 .
6 SelecitonRub irc :Video. ... .77 .
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s ti f e n e b h c r a e s e r , e v it c e j b
o ,anddeifniitonoft erm susedi nt hist hesi .s
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T EFL students si challenging . Engilsh teacher s in y
tl u c if fi d a e v a h y lt s o m a i s e n o d n
I in moitvaitng the students . I t i sbecause t
n e d u t s n a i s e n o d n
I s have alack o fmoitvaiton in learning ,especially in Engilsh s
L F E . t c e j b u
s tudent sare accustomed to speaki ng in thei rmothe rtongue and e
g a u g n a l w e n a n r a e l d l u o h
s t shati completelydfiferen.tI nI ndonesia ,Engilsh i s t a h t k n i h t s t n e d u t s n a i s e n o d n I .s t n e d u t s e h t r o f s t c e j b u s g n i y fi r r e t t s o m e h t f o e n o
i tI . tl u c if fi d s i h s il g n
E sno teasy t o changet hei rmind set .Student sneed a new h
t o s y a w g n it a v it o m d n a g n it s e r e t n i n a n i h s il g n E n r a e l o t d o h t e
m ey will l earn
r e h T . y li p p a h h s il g n
E esearche rbeileves tha tstuden ’tsmoitvaiton has a big role instudents’achievement ,t is hat whyateache rshould beablet oorganizet eaching
i n r a e l d n
a ng acitviites ;they have to deilve rthe mateiral sby using a sutiable e
h T . d o h t e
m teachershould oa ls mastert hel essonwell .Thet eachers houldhavea g
n E e c u d o rt n i o t e u q i n h c e t g n it s e r e t n i n a d n a d o o
g ilsh fo rthem ,so tha tthe
. h s il g n E n r a e l o t d e t a v it o m d n a d e t s e r e t n i e b l li w s t n e d u t
b , n o it a v it o m ’ s t n e d u t s e s a e r c n i s t n e d u t s e h t p l e h o
t ecause ,asOrmrod (2011 )
s e t a t
s , students ’moitvaitonplay sani mpo trantr olei nthelearningproces .s s
e t a t s ) 1 1 0 2 ( d o r m r
O tha tmoitvaiton i ssomething t ha tenergizes ,d riects ,and , n o it c e ri d r a l u c it r a p a n i m e h t s t n i o p , g n i v o m s t n e d u t s s t e g t i ;r o i v a h e b s n i a t s u s
h t s p e e k d n
a em going .Wtihout moitvaiton ,student swli lobtain nothing .I ti s s
u o i v b
o tha tstudents ’enthusiasm and moitvaiton wli laffec tthei rbehavio rin S
. s s a l
c tudents t ha thave l ow moitvaiton i n l earning Engilsh t end t o bei gnoran t e
v a h o h w s t n e d u t S . n e v i g n o s s e l e h t n o s u c o f t o n o d d n
a high enthusiasm and
i n o it a v it o
m n l earning something willt end t o ge thighe rachievement .Therefore , e
v i g n o it a v it o m ’ s t n e d u t s t a h t s u o i v b o s i
ti s bigi n lfuencet o t het eachingl earning .s
s e c c u s
s n ir t n i d n a c i s n ir t x e , n o it a v it o m f o s d n i k o w t e r a e r e h
T ic moitvaiton .
l li h c r u h
C (2011) state sthat ext irnsic moitvaiton i sthe desrie to do something t
a h
t i saffectedexternally, f o rexampleschoo lacitviite .s I ntirnsicmoitvaitoni st he e
t e p m o c , e g d e l w o n k f o e s u a c e b r a e p p a t a h t g n i h t e m o s o d o t ll i
w ncy ,o ras enseo f
e c n e d n e p e d n
i (p . 116) . The wliilngnes s to learn something can come from e v o l y e h t n e h w y ll a c it s a i s u h t n e n r a e l ll i w s t n e d u t S . n o it a v it o m l a n o s r e p ’ s t n e d u t s
n o it a v it o M . e c n e d n e p e d n i f o e s n e s a e v a h r o , l a o g r a l u c it r a p a e v a h , t c e j b u s e h
t si
o s l
a buitlby t heenvrionment .Agood t eacher ,aniceand clean classroom ,good ,s
d n e ir
f some interesitng books , o r even nice weathe r can affec t students ’ )
1 1 0 2 ( d o r m r O . n o it a v it o
m statestha tal lstudent saremoitvated i n dfiferen tway . e
v a h y a m t n e d u t s e n
O h ighmoitvaitoni nclassroomsubjec tmatter ,thesestudent s e
t a p i c it r a p y l e v it c a y a
y a
m have high moitvaiton in the socia lside o fschoo ;l he wli l attend the a
l u c il u c a rt x
e racitviite severydaybu thavelackmo itvaiton i nclassroomacitviite s )
2 6 3 . p
( .
n
I the previou s paragraph, there are two kind s o f mo itvaiton , intirnsic t
o m ’ s t n e d u t s h g u o h tl A . n o it a v it o m c i s n ir t x e d n a n o it a v it o
m ivaiton can grow
e h t, y ll a n o s r e
p teache rshould help them to increase thei rmoitvaitonin learning c
n a c n o it a v it o m c i s n ir t x E . h s il g n
E ome from many thing saround the students . ’ s r e h c a e t n e v e d n a d e d i v o r p s k o o b , e r e h p s o m t a m o o r s s a l c , s e it i v it c a m o o r s s a l C
n o it a v it o m s ’t n e d u t s t c e f f a n a c n o it a v it o
m in learning Engilsh .Because teache r ,
d o o m r i e h t r o e r e h p s o m t a m o o r s s a l c t c i d e r p t o n n a
c et eh t ache rcan use media .
The teache rcan use the modern media to increase students ’ enthusiasm in g
n i n r a e
l .These days ,educaitona lvideo sare easy to ifnd .An educaitona lvideo t
a h
t si sutiablef ormediaon t eachingEngilsh t oEFLstudent scan easliybef ound t
a youtube.comandcanbedownloadedeasliy. o
e d i
V s wli lincrease students ’moitvaiton more effecitve than othe rmedia , because video shave moving scene t shat i atrtacitve fo rthem .Smaldino (2008 )
s e t a t
s tha tvideo makes ean ffecitvel earning andt eaching process . tIi sbecausea o
e d i
v h asabigi mpactf ort hestudents ’emoiton . tIi sgoodf ort hei rpersona land g
n i d li u b l a n o s r e p a rt n
i (p .142) .Othe rthan increasing students ’moitvaiton in g
n i n r a e
l Engilsh ,videos oa ls le tthe student sobserve a phenomenon t shat i too d n a , r a w a f o e n e c s a , i m a n u s t , n o it p u r e o n a c l o v s a h c u s e v il n e e s e b o t s u o r e g n a d
e n e c s r e h t
.s e c a l
p Video wli lalsogivet heclassskli landcreaitvtiyi n learning ,becausef rom t
n e d u t s , o e d i v a g n i h c t a
w swli lgivefeedbackf ort hei rownknowledge.
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2 Wha taret her ole so fvideosi nmoitvaitngj unio rhighs chools tudentst ol earn ?
h s il g n E
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s il g n
E . Theresearch focuse son 29 student so f7C clas sand 30 student so f7D o
g g n il o b o r P i e D r e t a M K P M S f o s s a l
c in academic year 2013/2014. The
o e d i v f o e s u e h t y l p p a l li w r e h c r a e s e
r in l earning procedure t e Tx.t he researche r h
c a e n i s e m it o w t n o it a v r e s b o e h t t c u d n o c l li
w class .Theuseo fvideoast eaching .
h s il g n E g n i n r a e l n i n o it a v it o m ’ s t n e d u t s e s a e r c n i o t d e t c e p x e s i a i d e m
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m the role so fvideo sin moitvaitng junio rhigh schoo lstudent sto .
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a EngilshTeachero fSMPKMaterDe iProboilnggo
e t e h t s p l e h h c r a e s e r s i h
T acher so fSMPKMate rDe iProboilnggo t o ifnd p
l e h o t y a w t s e b e h
t the student sto increase thei rmoitvaitonin learning .
h s il g n E
.
b Student so fSMPKMaterDe iProboilnggo
m i a s i h c r a e s e r s i h
T e d tosolvestudents ’problemin l earningEngilsh .The i
h t f o s g n i d n
if sresearch wli lhelp the student so fMate rDe iJunio rHigh .
n o it a v it o m r i e h t e s a e r c n i o t l o o h c S
.
c Student s o f Eng ilsh Language Educa iton Study Program o f Sanata
. y ti s r e v i n U a m r a h D
h c r a e s e r s i h
T i s also beneifcia l fo r student s o f Engilsh Language t
S n o it a c u d
E udy Program o f Sanata Dharma Universtiy a s future Engilsh t
u f e h t p l e h n a c s g n i d n if h c r a e s e r e h T . s r e h c a e
t uret eacherst oknowwha tkind o f
o t d e s u e b n a c a i d e
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i s e h t
. 1 R ole
r o i v a h e b a s i e l o
R t shati expected bypeoplef romsomeonet ha thasastatus , )
3 9 9 1 ( n o tr o
n i s e it i v it c
a a dfiferen tway .Rolei saffected byasocia lcondiitonextirnsically ro y
ll a c i s n ir t n
i andi sstable ,butt hei mpac tmigh tbedfiferentf romwhati sexpected .s
n o s a e r e m o s f o e s u a c e
b Therefore the role o fvideo mean sa behavio rthati s .
o e d i v e h t m o r f e l p o e p y b d e t c e p x
e Thebehavio rherei sexpectedt oi n lfuencet he .s
y a w e m o s n i s t n e d u t s
.
2
Mo itva itons n i a t s u s d n a , s t c e ri d , s e z i g r e n e t a h t g n i h t e m o s s i n o it a v it o M
“ behavior ;i t
m e h t s p e e k d n a , n o it c e ri d r a l u c it r a p a n i m e h t s t n i o p , g n i v o m s t n e d u t s s t e g
g n i o
g .”Ormrod( 2011).Churcill( 2011 )descirbe smoitvaitona saperson’si nterna l t
n o it c e ri d d n a n o it a g it s n
i ha tin lfuence sthei rbehavio .r In educaitona lcontext , .
g n i h t e m o s n r a e l o t e ri s e d ’ s t n e d u t s s i n o it a v it o
m Moitvaiton wli lpush the
h t e m o s n r a e l o t s t n e d u t
s ing .A moitvated studen tha shighe rdesrie in learning n
u n a h
t moitvatedstudents.
.
3 Intrinsicmo itva iton
t a h t g n i h t e m o s o d o t ll i w e h t s i n o it a v it o m c i s n ir t n i t a h t s e t a t s ) 1 1 0 2 ( ll i c r u h C
r a e p p
a s becauseo fknowledge ,competency ,o rasenseo findependence.I ntirnsic v
it o
m aiton meanst hat t hemoitvaiton come sfrom t hei nne rsel fof t hestudents . n a h t e v it c e f f e e r o m s i y ll a n r e t n i s t n e d u t s e h t m o r f s e m o c t a h t n o it a v it o M
l a u d i v i d n i ’ s t n e d u t s h ti w s l a e d t i e c n i s y ll a n r e t x e s e m o c t a h t n o it a v it o m
. y r o t c a f s it a s
.
4 Extrinsicmo itva iton
g n i h t e m o s o d o t e ri s e d e h t s i n o it a v it o m c i s n ir t x e t a h t s y a s ) 1 1 0 2 ( l li h c r u h C t a h
s t n e d u t s e h t t a h t n o it a v it o m e h t t a h t s n a e
m havecomesf roms itmulaitonf romthe o
e l p o e p r e h t
o rthings .Student sthatdo no thave int irnsic moitvaiton can be .
n o it a v it o m c i s n ir t x e y b d e p l e
h Thestudent swli lhaveextirnsicmoitvaitonwhen .
y ti v it c a n i a tr e c a o d o t g n i h t e m o s y b d e t a l u m it s e r a y e h t
.
5 Video
Video sare al lthe kind so fprogram which can be normally seen a tthe e
r u t a e f : D V D r o V T n o , a m e n i
c d flims ,documentaires ,commercials ,game s
w o h
s , .etcShermen( 2003).Nugent( 2005)s ayst hatt herearenumber soft eacher s t n e m e v o r p m i e d i v o r p , t n e t n o c t n e s e r p , c i p o t w e n a e c u d o rt n i o t o e d i v e s u t a h t
d n
a increasestudents ’understanding .Sherman (2003 )statest ha tvideos used i n s
i y l p p u s e h t e s u a c e b g n i h c a e t e g a u g n a l r o f d lr o w e h t r e v o l l
a enormousandt he
. d e w e n e r y lt n a t s n o c d n a p a e h c y l e v it a l e r , y ti l a u q h g i h y r e v e r a s l a ir e t a m
e s u e b n a c o e d i v s y a d a w o
N d a saneffecitvet eaching mediabecausei tha ssome .
8
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
e r a e r e h T . h c r a e s e r e h t f o c i p o t e h t o t d e t a l e r s e ir o e h t f o s t s i s n o c r e t p a h c s i h T
s n o it c e s o w
t in t hischapter .Thef ris tsecitoni sthetheoreitca ldesc irpitonandt he s
i n o it c e s d n o c e
s thetheoreitcalf ramework.
.
A Theoreitca lDescrip iton
.s i s e h t s i h t n i d e s u e b l li w t a h t s e ir o e h t e m o s s e t a t s r e h c r a e s e r e h t n o it c e s s i h t n I
.
1 Students ’Mo itva itonf orLearning
t n e d u t s t a h t s e t a t s ) 8 8 9 1 ( y h p o r
B ’ s moitvaiton to learn i sa student’ s e
li h w h tr o w d n a l u f g n i n a e m s e it i v it c a c i m e d a c a d n if o t y c n e d n e
t , and to rty to
o t d e t a v it o m e r a s t n e d u t s n e h W . m e h t m o r f s ti f e n e b c i m e d a c a d e d n e t n i e h t e v ir e d
a c a r i e h t e k a t y e h t , n r a e
l demicworkseirouslyand rtyt oge tmos tofi .t
.
aDeifni itono fMo itva iton
d n if ) 1 1 0 2 ( d o r m r
O s tha tthe word moitvaiton come s from a Laitn word ’
e r e v o m
‘ whichmeanstoseti nmoiton .Churcill( 2011 )descirbe smo itvaitona s d
n a n o it a g it s n i l a n r e t n i s ’ n o s r e p
a drieciton tha tin lfuence sthei rbehavior .In ,
d n a h r e h t
o Ormrod (2011 )desc irbe smoitvaiton a ssomething tha tenergizes , a n i m e h t s t n i o p , g n i v o m s t n e d u t s s t e g t i ; r o i v a h e b s n i a t s u s d n a , s t c e ri d
o c l a n o it a c u d e n I . g n i o g m e h t s p e e k d n a , n o it c e ri d r a l u c it r a
p ntext ,mo itvaiton i s
ri s e d ’ s t n e d u t
. s s a l c n i r o i v a h e b r i e h t t c e f f a l li w n o it a v it o m d n a m s a i s u h t n e ’ s t n e d u t
s Student s
i
wth high moitvaiton tend to ge thighe rachievemen tthan student swtih lowe r n o it a v it o
m Therefore ,tii sobvioust hats tudents ’moitvaitongivebigi n lfuencet o s s e c c u s g n i n r a e l g n i h c a e t e h t . s e i r o e h T l a n o it a v it o M . b o f e r a e r e h t t a h t s e t a t s ) 1 1 0 2 ( l li h c r u h
C u rmoitvaitona ltheo ire sand the . g n i n r a e l r o f s n o it a c il p m i 1 . 2 e l b a
T Moitvaitona lTheory
Y R O E H
T IMPLICATIONSFOR
N O I T A V I T O M R O F N O I T A C I L P M I G N I N R A E L t s e r e t n I y r o e h t e s u a c e b d e c n a h n e s i n o it a v it o M e h t s e u l a v s t n e d u t s e h t t n a tr o p m i ti s d n if r o e c n e ir e p x e
Learning i simproved when d e g a g n e y l h g i h e r a s t n e d u t s g n i e b e r a y e h t t a h w h ti w t h g u a t fl e
g n i s u y
B video a smedia ,the theory o fmoitvaiton t uhat s tiable i sthe t
s e r e t n
i theory;moitva itoni senhanced becauset hestudent svaluest heexperience t
n a t r o p m i ti s d n if r
o .Churchill( 2011 )statest ha tstudents’ learning moitvaiton i s e
v a h y e h t e s u a c e b e s a e r c n
i thei nterestt o l earn t hesubjec tbecauset hey ifndt ha t t
c e j b u s e h
t taughtisi mpo trant .Videocan help t hestudentsr eailzet hatt hey need . o t e v a h y e h t e s u a c e b t o n , ti d e e n y e h t e s u a c e b l l e w t c e j b u s e h t d n a t s r e d n u o t
s t n e d u t s n e h w d e v o r p m i s i g n i n r a e L
“ arehighlyengagedwtihwhatt heyarebeing )
1 1 0 2 ( ll i c r u h C ” t h g u a
t .
.
c Factorst hatI n lfuenceMo itva iton
o t d e it n e tf o s i d n a t p e c n o c e s u f fi d a s i n o it a v it o m t a h t s e t a t s ) 4 8 9 1 ( e g a G
n o it c e ri d d n a y g r e n e e h t e c n e u lf n i t a h t s r o t c a f r e h t o e h
t o fbehavior .Thefactors
t a h
t in lfuence moitvaiton are interest , need , value , atttiude , aspriaiton , and .
e v it n e c n i
)
1 Mo itva itonandi nterest
n a h t n o it n e tt a r e h g i h a y a p o t d n e t t c e j b u s a n i t s e r e t n i n a h ti w s t n e d u t S
l li w t s e r e t n i h ti w s t n e d u t S . s t n e d u t s r e h t
o fully aware and engage t o t he subjec t , n o it n e tt a f o l e v e l h g i h e v a h t s e r e t n i h ti w s t n e d u t S . m o o r s s a l c e h t n i t h g u a t t a h t
. n o it c a f s it a s t a e r g d n a , t u p t u o k r o w d e n i a t s u s
)
2 Mo itva itonandneed
e r a d e e n h ti w s t n e d u t
S the studen twho lack so fsomething tha ta given i
v it c
f o d e e n a h ti w s t n e d u t S . s n o s r e p r e h t o h ti w p i h s n o it a l e r y l d n e ir f y b d e if s it a s
e c n a n i m o
d a resaitsifedbyl eadership ,power ,o rconrto love rothe rperson .s
)
3 Mo itva itonandvalue
s l a o g d r a w o t n o it a t n e ir o n a s i e u l a v
A t hat considered i mpo tranti n one’ s ;
s e p y t e u l a v e m o s e r a e r e h T . e fi
l thetheoretica lvalueo rrtuthf o r tisbeautyf o rti s il
o p e h t , e k a s n w
o itca lvalue o rpowe rfo r ti sown sake ,the socia lvalue o rthe d e n r e c n o c y li r a m ir p s n o s r e p r o e u l a v s u o i g il e r e h t d n a , s n o s r e p r e h t o f o e r a fl e w
. d o G o t p i h s n o it a l e r s ’ e l p o e p h ti w
)
4 Mo itva itonanda tttiude
’ s t n e d u t s e h
T atttiudet oward ssomething consists fo thei rfeeilng sfo ro r .
e b o t g n i h t t a h t e p o h y e h t t a h w t s n i a g
a Atttiudes , ilkemoitves ,arouseanddriec t .
y ti v it c a l u f e s o p r u p
)
5 Mo itva itonandaspira iton
f o d n i k n i a tr e c a r o f e p o h ’ s t n e d u t s s i n o it a ri p s a ’ s t n e d u t
S achievement .
a ri p s a f o l e v e l n i a tr e c h ti
W iton ,student swli l rty andwli lmakeaneffo trt or each .l
a o g e h t
)
6 Mo itva itonandi ncen itve
e h t s i e v it n e c n
I students’recogniitono fhavingacapablitiyo fsaitsfyingan e
h T . e v it o m d e s u o r
a student si smoitvated by cu irostiy have understanding o r g
d e l w o n
k e a she rincenitve .I fachievemen ti she rmo itve ,then success ,honor , d
a r g d o o g d n
.
d Type so fMo itva iton
l a n o s r e p ’ s t n e d u t s m o r f e m o c n a c g n i h t e m o s n r a e l o t s s e n g n il li w e h T
y ll a c it s a i s u h t n e n r a e l ll i w s t n e d u t S . n o it a v it o
m whent heyl ovet hesubject ,havea e h t y b s d li u b o s l a n o it a v it o M . e c n e d n e p e d n i f o e s n e s a e v a h r o , l a o g r a l u c it r a p
, s d n e ir f d o o g , m o o r s s a l c n a e l c d n a e c i n a , r e h c a e t d o o g A . t n e m n o ri v n e
it a v it o m ’ s t n e d u t s t c e f f a n a c r e h t a e w e c i n n e v e r o , s k o o b g n it s e r e t n
i on .Ormrod
) 1 1 0 2
( states tha tal lstudent sare moitvated in dfiferen tway .One studen tmay j
b u s m o o r s s a l c n i n o it a v it o m g i b a e v a
h ec tmatte.rThese student smay acitvely e
h t t a h t s e it i v it c a e h t e t a p i c it r a
p teache rgives .Theothe rstuden tmay haveabig t
o
m ivaitonont hesocials ideo fschool ;hewli lattendt heexrtacur ircula racitviite s y
a d y r e v
e bu tlacking moitvaiton on classroom acitviite s(p.362) .There are two .
n o it a v it o m c i s n ir t n i d n a n o it a v it o m c i s n ir t x e , n o it a v it o m f o s d n i k
)
1 IntrinsicMo itva iton
r u h
C cill( 2011 )statest hati nt irnsicmoitvaitoni st hewillt odosomethingt ha t r
a e p p
a s because o fknowledge ,competency ,o ra sense o findependence .So, e h t f o f l e s r e n n i e h t m o r f s e m o c n o it a v it o m e h t t a h t s n a e m n o it a v it o m c i s n ir t n i
a h t n o it a v it o M . s t n e d u t
s tcomesf romt hes tudentsi nternallyi smoreeffecitvet han l a u d i v i d n i ’ s t n e d u t s h ti w s l a e d t i e c n i s y ll a n r e t x e s e m o c t a h t n o it a v it o m
. y r o t c a f s it a
s Wooflolk (1980 )descirbe sintirnsic moitvaiton a sfollows ;when a s
e it i v it c a g n it s e r e t n i e m o s g n i o d s i n o s r e
p tha tmakest heperson missed a meal , e
h s y h w r e h k s a d n e ir f a l it n u y r g n u h s i e h s t a h t e z il a e r t o n l li w e h
s doesno thave
)
2 ExtrinsicMo itva iton
g n i h t e m o s o d o t e ri s e d e h t s i n o it a v it o m c i s n ir t x e t a h t s y a s ) 1 1 0 2 ( l li h c r u h C t a h
t affected externally ,fo rexample schoo lacitviites .So, extirnsic moitvaiton r e h t o m o r f n o it a l u m it s m o r f s e m o c t e g s t n e d u t s e h t t a h t n o it a v it o m e h t t a h t s n a e m
s t n e d u t S . s g n i h t r o e l p o e
p tha tdo tno havingintirnsicmoitvaitoncanbehelpedby d
u t s e k a m o T . n o it a v it o m c i s n ir t x
e ent smo itvated, t eache rcan use an i nteresitng .
a i d e m r o d o h t e
m Wooflolk (1980 )descirbe sextirnsic moitvaiton a sa food tha t il
u m it s s d n e
s to aperson t ha ts ees tit o behungry .Behavior i sstatred by i nterna l w
n o s r e p A . r e g n u h s a h c u s , il u m it s l a n r e t x e d n
a li lno tdrieclty awaret ha tshei s a n e p o e h s n e h w r o V T n o t n e m e s it r e v d a d o o f a s e e s e h s n e h w , y r g n u h
. y r g n u h l e e f o t n o s r e p e h t i l u m it s l li w t i , d o o f e m o s s e e s d n a r o t a r e g ir f e r
e d i s t u o r o s t n e v e l a n r e t x e y b d e s u a c n o it a v it o
M rewardst ha thavenothing t o do
n o it a v it o m c i s n ir t x e n a s i n o it a u ti s g n i n r a e l e h t h ti
w , f o rexamplegrades ,points ,
. g n i n r a e l r o f s d r a w e r r e h t o r o
.
e Indicator so fMo itvatedStudents
d e e n s r e h c a e
T indicators to know i fthe student sare moitvated o rnot . v
it o m t a h t s e t a t s ) 0 9 9 1 ( k l o fl o o
W ated students take lesson acitviite sseirously . s
t n e d u t s d e t a v it o
M rty t ounderstand and i mprove ,notj us t ifnisht hework t o ge t t o n e r a y e h t f i n e v e , t s i s r e p d n a , d r a h k r o w , n o it n e tt a y a p y e h T . e d a r g e h t
o t g n i d r o c c
A Sadriman (2007) ,moitvaiton can driec tthe student sto do n e e s e b n a c s r o i v a h e b e h T . s s e c o r p g n i n r a e l e h t tr o p p u s h c i h w , s r o i v a h e b e m o s
.s s e c o r p g n i n r a e l n i d e t a v it o m e r a o h w s t n e d u t s e h t f o s r o t a c i d n i e m o s m o r f
)
1 Thes tudent sbecomediilgenti ndoingassignment .s )
2 Thestudent sdo no tgiveupeasliy whent hey ifndd fiifculitesi n l earningone .l
a o g r i e h t h c a e r o t t s e b r i e h t y rt l li w y e h T . t c e j b u s r a l u c it r a p )
3 The student sshow thei rinteres tin a cetrain acitvtiy .They also show thei r y
ti v it c a e h t o t m s a i s u h t n
e whent hei rmoitvaitonwasi mproved. )
4 Thes tudent swli lno tbeeasliys aitsifedwtiht hei rachievemen.t e
g a
G (1984)s tatest ha tmoitvateds tudent shaveabehavio ra sfollows: )
1 Attend to the teache r and othe r stiuaitona l element s when atten iton i s .
d e ri u q e r )
2 Begint ask sprompltyands eekfeedbackconcerningperformanceont ask .s )
3 Returnt ot ask svoluntarliya tfe rinterrupitonori niitall acko fprogres .s )
4 Persis tatt askunit lcompletedandconitnue sworkingwhent het eacherl eave s .
m o o r e h t )
5 Doe saddiitona l work du irng schoo l hour s and work s on School-related .s
r u o h l o o h c s e d i s t u o s e it i v it c a )
6 Idenitife sacitviite st hatrelevan tfo rclas sproject sand seek ssuggesitons rfo n
i o
.
2 Videosi nl anguaget eaching
a m r e h
S n (2003 )says t ha tvideo sareall t hekind so fprogram ,which can be , s e ir a t n e m u c o d , s m li f e r u t a e f : D V D r o V T n o , a m e n i c e h t t a n e e s y ll a m r o n f o s r e b m u n e r a e r e h t t a h t s y a s ) 5 0 0 2 ( t n e g u N . c t e , n w o h s e m a g , s l a i c r e m m o c o c t n e s e r p , c i p o t w e n a e c u d o rt n i o t o e d i v e s u t a h t s r e h c a e
t ntent , provide
. g n i d n a t s r e d n u ’ s t n e d u t s e s a e r c n i d n a t n e m e v o r p m
i Sherman (2003 )state stha t
s i y l p p u s e h t e s u a c e b g n i h c a e t e g a u g n a l r o f d lr o w e h t r e v o l l a n i d e s u o e d i v s u o m r o n
e ,andt hemateiral sareveryhighqualtiy,r elaitvelycheapandconstanlty e
n e
r w ed. Video scan take the learne ralmos teverywhere and extend students ’ . m o o r s s a l c e h t f o s ll a w e h t d n o y e b t s e r e t n
i Nowadays ,video sare avaliable on t c e j b u s y r e v e f o c i p o t y r e v e t s o m l
a .Even ,there are educaitona lchannel sin l a n o it a c u d e t s o p t a h t e b u T u o
Y videoeverymonth.
.
a Videof orpresenta iton
d o h t e m e n o s i n o it a t n e s e r
P t hat popula rto use in the classroom .Smaldino d n a , e z it a m a r d , t n e s e r p l li w r e k a e p s e h t n o it a t n e s e r p n i t a h t s e t a t s ) 1 1 0 2 ( g a t n a v d a e m o s e r a e r e h T . e c n e i d u a e h t o t n o it a m r o f n i g n i d a e r p
s e s and
e h T . ) 1 1 0 2 ( o n i d l a m S n o d e s a b h c a e t o t n o it a t n e s e r p g n i s u n o s e g a t n a v d a s i
d fris t
n a v d
a tagei st hatteache ronlyneedst opresentt hemateira lonce .Presentaitonwli l s i e g a t n a v d a r e h t o e h T . s s a l c g i b a h c a e t o t l u f e s u y r e v e
b tt ha thes tudent scanuse
g n i k a t
a -note srtategy wh lie ilstening to the teacher’ s presentaiton . The s i n o it a t n e s e r p g n i s u f o e g a t n a v d a s i
d no tal loft hestudent sont heclassroomwli l s t n e d u t S . n e v i g n o it a t n e s e r p e h t o t e s n o p s e r e v it i s o p a e v i
a e k a t o
t noteoni mpo tranti nformaitonf romt hepresentaiton .Al ongpresentaiton ll
i
w oa ls bebo irng ,because t here i sno i nteraciton i n presentaiton .Moreove ,r a f
n o y tl u c if fi d e m o s s a h y ll a u s u r e n r a e l g n u o
y ollowing a long presentaiton .To
t n e s e r
p amate ira,lt eache rcan usebooks ,webstie ,audior ecorder ,o rvideoast he .
e v o b a s e g a t n a v d a s i d e h t e z il a m i n i m o t a i d e m
.
b Benefti sofusingvideosf ort hes tudent s
)
1 Cogni itve
t n e m e v o m d n a , s d n u o s , s r o l o c t a h t s y a s ) 1 1 0 2 ( o n i d l a m
S s in video can
B . r e t c a r a h c ’ s t n e d u t s d li u
b eforet hestudent swatcht hevideo ,theteache rcanask T
. k o o b a d a e r o t s t n e d u t s e h
t het eache rcanuset hevideo a sani nrtoduciton t oa o
e d i v e h T . c i p o
t i sexpected to bulid students ’enthusiasm i n reading a book o r r
e h t o m o r f n o it a m r o f n i w e n e m o s d n
if source st hatrelatedt ot het opic.
)
2 Affecitve
s e t a t s ) 1 1 0 2 ( o n i d l a m
S tha tvideo ha sabigpotenitali n bu lidingstudents ’ e
g a s s e m c it a m a r d e r a e r e h T . e fi l l a i c o s d n a l a n o s r e
p s inside every video .Video
i l e d o m e l o r a e b n a
c n t hestudents’l fie .Thet eache rcan usevideoa samediat o .r
e t c a r a h c ’ s t n e d u t s e h t d li u b
)
3 Motoric
n i h t e m o s w o h g n i w o h s n o l u f r e w o p s i o e d i
V g happens .Many video sare
d e s
u in pre-acitvtiy i n t he classroom .Thepurpose o fshowing video as t hepre -e
r u s e k a m o t s i m o o r s s a l c e h t n i y ti v it c
a tha tthe student sare ready to study . e
h t y ll a u s
)
4 Interpersonal
i v g n i h c t a w e li h w t a h t s y a s ) 1 1 0 2 ( o n i d l a m
S deo ,student swli ldiscuss the o e d i V . y ti li b a l a n o s r e p r e t n i ri e h t e s a e r c n i n a c y ti v it c a s i h t ; s d n e ir f ri e h t h ti w o e d i v
e h t g n i h c t a w r e tf a t e g y e h t t a h t e g a s s e m e h t s s u c s i d o t s t n e d u t s e h t e k o v o r p n a c
i d l li w y e h t y l s u o i c s n o c n U . o e d i
v scus showt het hingsont hevideocanhappeno r o
t w o h n a
c solvet heproblemt ha tappearsi nt hevideo.
.
c Videos’s pecialf eatures
s s a h o e d i
V ome specia lfeature stha tcan also be catego irzed a sthe )
1 1 0 2 ( o n i d l a m S n o d e s a b o e d i v f o n o it c n u
f .
)
1 Virtua l ifeldtrip
e c a l p e h t o t s t n e d u t s g n ir b n a c o e d i
V t mhat i possible t o visti .Video can e
l o P h tr o N , r o n o z a m A e h t g n ir
b tot heclassroombyvideo .Video canalsob irng d
u t s e h
t ent sto safar itirp to Afirca .Teachers can b irng those place sto the .
o e d i v h ti w m o o r s s a l c
)
2 Documentary
t n e s e r p e r d n a t n e v e l a u t c a n a d e t n e m u c o d o t l o o t n i a m e h t s i o e d i
V ti att he
. m o o r s s a l
c Documentary video is a fact ,no ta ifction ,o ran actua leven tthata s
k r o w n o it c
if .Thi skind o fvideo can make the student sexpeirence histo irca l .
m o o r s s a l c e h t n o d lr o w e h t d n u o r a s t n e v e
)
3 Drama itzes cene
y ti n a m u h n e h w r e d n o w s t n e d u t s e k a m o t y ti li b a e h t s a h o e d i
V drama
s r a e p p
e v i g l li w o e d i v f o d n i k s i h T . d e h c u o t s t n e d u t s e h t e k a m o t s t n e v e l a c ir o t s i
h agood
. d l e if e v it c e f f a ’ s t n e d u t s e h t o t t c e f f e
)
4 Storyt elilngt hroughvideo
s
A tory can be amusing and i nformaitve .The ablitiy oft elilng astory i s e s a e r c n i n a c o e d i v f o d n i k s i h T . e g a f o e g a t s y r e v e n o t n e d u t s y r e v e r o f t n a tr o p m i
a e r c ’ s t n e d u t
s itvtiy .A story telilng video can also develop students ’ablitiy on n
e d u t s e h t p l e h n a c o e d i V . g n i h t e m o s g n i c u d o r p r o , g n i k a e p s , g n it ir
w tst odeilve r
.s a e d i ri e h t
.
d Mo itonPicture’ sSpecia lValue
n o it o m f o s e u l a v l a i c e p s e m o s e r a e r e h t t a h t s e t a t s ) 7 7 9 1 ( d a o r e l c r a H
d e ti c t s o m e h T . s e r u t c i
p advantageso fusingmoitonpicture sbasedonHarcleroad :
e r a
)
1 The student swho expeirence d fiifcutly in comprehending term ssuch sa e b y ll a u s u l li w m u i d e m t n ir p l a b r e v e h t h g u o r h t n o i s s if r a e l c u n r o y ti c ir t c e l e
s e r u t c i p n o it o m d n u o s g n i w e i v h g u o r h t g n i d n a t s r e d n u h c u s e v e i h c a o t d e p l e h
.s t c e j b u s e s e h t n
o Harcleroad ( 1977 )statest ha tmo iton picture scommunicate .l
li k s g n i d a e r h c u m g n ir i u q e r t u o h ti w y lt c e ri d d n a y l e v it c e f f e )
2 Harcleroad (1977 )state stha tmo iton picture said in overcoming physica l s a h c u s s e u q i n h c e t s e r u t c i p n o it o m l a i c e p S . g n i c n e ir e p x e n a m u h o t s r e ir r a b
, y h p a r g o t o h p o r c i
permi ttheviewingo facitonsi nmoitonwhich t heunaidedhumaneyewould .
g n i v i e c r e p f o e l b a p a c n i e b )
3 Harcleroad( 1977 )statest ha tmoitonpicture spresen tacitoni nconitnutiyasi t o
r p o t d e g n a h c y l e s o p r u p e b n a c t i s a r o s r u c c
o vide some specia lvisua l
n a c s e r u t c i p n o it o m , e l p m a x e r o F . g n i d n a t s r e d n u o t l a it n e s s e s e c n e ir e p x e
r o , n w o d w o l s , p u d e e p s n a c y e h t d n a , y ll a m r o n e c a l p s e k a t ti s a n o it c a w o h s
. e r u t c i p l li t s a w o h s d n a n o it c a e h t e z e e r f )
4 Harcleroad (1977 )state stha tmo iton picture senable u sto recreate rea lo r ,s
n o it c a , s t n e v e d e n i g a m
i o rprocessest ha thave occurred, t ha tmaypossibly f
o e l b a p a c e b n e v e t o n y a m t a h t r o , r u c c
o occurirnginr eall fie.
)
5 Harcleroad (1977 )state stha tmo iton picture scan be basi sfo ra discussion f o t n i o p f o g n i d n a t s r e d n u d e v o r p m i d n a s a e d i f o e g n a h c x e o t d a e l ll i w t a h t
e c n e ir e p x e n a g n it n e s e r p y b w e i
v t hat common to member so fthe same .
p u o r g )
6 Harcleroad (1977 )state stha tmoiton picture scan be useful in evaluaitng a
r i e h t r o e g d e l w o n k ’ s t n e d u t
s blitiyt oanalyze .
.
e Mediaa sabridgeo fcommunica itonhurdles
e m o s e z i m i n i m o t r e h c a e t e h t p l e h n a c o e d i v t a h t s e t a t s ) 3 1 0 2 ( k a h l u d b A
e p p a t h g i m t a h t s e l d r u
h ari nt heclassroom,s uchas: )
1 Verbailsm
m s il a b r e
V happens because o fteacher’ sdisablitiy on producing word stha t d
e t a v it o m e b o t s t n e d u t s e h t e g a g n e n a
. s s e c o r p g n i h c a e t d n a g n i n r a e l e h t e s u o r
a To maket hestudent senthusiasitc, t he r
e h c a e
t needs to useamethod o ramediatha tcanbeacommunicaiton birdget o t
o
m ivatet hes tudents
)
2 Referen tConfusion
n o i s u f n o c t n e r e f e
R happens when the student sreceive a dfiferen tconcep t m
o r
f thesamet eacher’ sexplanaiton .Thist eache runabletoavoid ambigutiy da n r
f o d n i k s i h T . s t n e d u t s e h t r o f s u o r e g n a d e b n a
c eferen tconfusion can also be
u o
f ndi n ar eadingacitvtiy .Someitmesthestudent scannoti nterprett hemeaning t
I .s n a e m r o h t u a e h t t a h w s
a w illbedangerou s fit hestuden tbeileves andcilngs s
g n i h t g n o r w e h t o t
)
3 Daydreaming
g n i m a e r d y a
D happen swhen the student s ifnd something t hat more exciitng n
a h
t the teacher’ sexplanaiton and leave wha ti sles satrtacitve .When student s h
t w o d n i w e h t h g u o r h t e r a t s o t g n it s e r e t n i e r o m t i d n
if an to the teachers ,the
d e e n r e h c a e
t s to ifndamethodo rmediatha tcanhelphert ob irdget hishurdle. )
4 Noti nteresitngteachingmethod
r e h c a e t
A wli llose the student si fhe did the same method ove rand ove r T
. n i a g
a he teache rcan use a flim ,rea lmodel ,cha tr ,diagram tape recorder ,o r .s
t n e d u t s e h t o t a e d i ri e h t r e f s n a rt o t n o i s i v e l e t
)
5 Physica luncomfortabi ylti
Creaitng a nice envrionmen tin the classroom i simpo trant .By setitng the y
ti li c a f ‘ s s a l
)
6 Unconsciousness
Int heclassroom ,at eache rmus tavoidanabsrtac texplanaitonort hestudent s .
d n i m n i g n i h t o n t o g d n a s s a l c e h t d n e l li w
.f Video’ss pecia la ttribute
e t u b ir tt a l a i c e p s e m o s s a h o e d i
V s ,some o fthem are itme imtiaiton and place
y b s e t a t s n o it a ti m
i Smaldino( 2008)
)
1 Timei mtia iton
e l b a n e o e d i
V s the teache rto add o rcu tthe duraiton tak en to observe a T
. t n e v e r a l u c it r a
p het eache rcanalsocu tsomepatr soft hevideot ha tdono tneed y b d e v r e s b o e b o t e n e c s t n a tr o p m i e n o d l o h n a c o e d i V . m o o r s s a l c e h t n o y a l p o t
p m a x e r o f ,t n e v e n a n i d e d e e n t a h t e m it e h t s s e r p m o c n a c o e d i V . s t n e d u t s e h
t leon
. s i s o h p r o m a t e m s ’ y lf r e tt u b f o s s e c o r p e h
t Using videography itme lapse ,the
r o m a t e m e h t e e s n a c s t n e d u t
s phosi so fbutterlfyi nminute .s
)
2 Placei mtia iton
r o c i m s o c o r c a m f o a n e m o n e h p e h t e e s o t e l b i s s o p t i e k a m o e d i V
. c i m s o c o r c i
m Video make i tpossible to see the galaxy and anothe rmacro s
e p a c s d n a
l . Inanothe rexrtemepoin tvideocan makei tpossiblefo rust oseet he t
i e k a m o e d i V . s ll e c c i p o c s o r c i
m possibletos ees omes ameeventst ha thappeni n T
. s e c a l p t n e r e f fi
d he t eache rcan b irng Afircan savannah, China grea twal,l t he
