CHAPTER I INTRODUCTIONINTRODUCTION
G. Definition of the Key Terms
2. Using Video Movie in the Classroom
Video movie is one of the forms of media that can be used by the teachers in the classroom. It can be useful for the teachers and the students if the teachers
have good techniques for using the video in the class. Actually there are many techniques of using video movie in the class. There are several resources for methods of using videos in the classroom and examples of clips for those methods.For students learning English as a second language, video and movie demonstrate communicative language within a language environment and cultural context (Aiex, 1999). Video, especially movie, provides a social context for English language learners; it can be played either with the sound on, so that students hear the language spoken, or alternatively, with the sound off, so that learners can use their own language skills to provide the dialog or narrative.
Workshops for faculty are being offered on many campuses to combine image, music, and narration into documentary-style movies for classroom use (e.g., Kuriyama, 2007). The most common procedure for using a video clip in teaching consists of the following steps: 1. Pick a particular clip to provide the content or illustrate a concept or principle (Note: If you want students to view the entire movie, assign that viewing outside of class.); 2. Prepare specific guidelines for students or discussion questions so they have directions on what to see, hear, and look for. What’s the point of the clip? Make it clear to the students; 3.
Introduce the video briefly to reinforce purpose; 4. Play the clip; 5. Stop the clip
at any scene to highlight a point or replay clip for a specific in-class exercise; 6.
Set a time for reflection on what was scene; 7. Assign an active learning activity to interact on specific questions, issues, or concepts in clip; and 8. Structure a discussion around those questions in small and/or large group format.
Video is one of the technological aids that use in the classroon nowadays.
Video is an extremely dense medium which incorporates a wide variety of visual elements and a great range of audio experiences in addition to spoken language based on the writing resource book, researched and developed by the education department of Western Australia (2004).
By using video show, all problems that faced by the students in writing narrative text such as not interesting and boring, difficult to express their ideas and also lack of vocabulary can be solved because through video show the students will be interested in watching the film so they will not be bored, they can listen to the words that do not know and it will motivate the students to think so they can create their own story,
Scacco (2007) experienced that using video show can provide the language teacher so many potential activities that an entire course can be built around one title. He says that a few activities can be applied when we used film in previewing where the students are given opportunity to develop their language skill and increase their engagement with the film and in the post viewing, students are asked to do various activities that will enhance their understanding and appreciation of the film and will increase their language skills.
in addition, Wolf (2006) says that students in most asia have difficulty accessing the language resources for any writing task and they have little confidence in their ability in expressing their ideas in English because of that he suggest using engaging and popular video is not a simpler matter of pressing play and telling the students to watch. A significant amount of careful preparation is
required to exploit the rich potential video. Beside that well designed video requires careful consideration of several criteria such as intelligibility, language objectives, length, and familiarity.
Stelmplesky (2005) mentions the positive feature of video materials and presents guidelines which can help teachers plan their video lesson effectively. He says with systematic and careful planning. Video based lesson a fruitful language learning experience. He says that the teacher who chooses the video should design tasks and activities that the facilitate active learning, prepare students for previewing, viewing and post viewing activities, raises the awareness of students of certain language points and integrates the video with other aspects of curriculum.
Furthermore he states if the teacher is planning to select own authentic video material or use language. Teaching video as supplementary material, so the teachers will have more preparation to do that. He suggested some guidelines in using video language classroom so it will not destroy the way of language learning or will help the teacher plan video lessons affectively. The guidelines are.
1. Guide students toward appreciating video as a learning language tool, if not the students will watch video in the classroom only for entertainment.m2. Make video integral part of the course. It means bring the video to expand on a theme or topic.
3. Use short sequences. 4. Familiarize yourself with the material. 5. Treat the video as both a visual and audio text. 6. Design lesson that provide opportunities for repeated viewing. 7. Plan activities for the three stages, namely: previewing, viewing and post viewing.
Davis (1998) says that the key to use video effectively lies in teacher ability not only to deliver the message but also to empower student to receive it.
He adds that a balanced combination of previewing, viewing and post viewing exercises as key components of effective learning.
According to Stempskky and Tomalin (1990:15-16), here are some techniques of using video for less-experienced teachers: 1. Sounds off/vision on (silent viewing). This technique can be used either to stimulate language activity about what is seen on the screen (rather that what is being said) or to focus on what is being said, by a variety of guessing/prediction tasks. 2. Sound on/vision off; in this case, the students guess the setting, action, characters, etc.3.Pause/freeze p frame control; it is to utilize with sound on/off and vision on/off control as above. 4. Sound and vision on; it is for listening and viewing comprehension. 5. Jumbling sequence; in this part, the students view each section of a sequence, presented to them out of sequence. They have to determine what happened/what will happen in each case and then fit the sections into a correct or plausible sequence. 60 Split viewing; some students see a sequence but do not hear it; others hear but do not see. A variety of activities can then follow based on usual information-gap procedures.
Then, Nunan and Miller (1995:217) also state that the procedure of using video as authentic material and media in the language learning as follows: 1. The teacher first introduces the video subject matter (what the video will talk about). 2.
The teacher plays the video and gives some general questions about what students know about the topic. This point will lead the students to activate their prior
knowledge in order to able to comprehend the reading. 3. Second play, the students are asked to take note while watching the video movie. 4. Third play, the students are given comprehension questions. In this case, the writer distributes question sheets as the students’ task of learning. 5. The teacher and the students work together to discuss about the video; what the students listen and see on the video and what they understand from the topic (Feedback).
Moreover, according to Harmer (2001:286-287) there are two types of teaching techniques that can be used in video based lessons. They include viewing techniques and listening (and mixed) techniques. In viewing techniques, there are some techniques, such as; fast forward, silent viewing (for language), silent viewing (for music), freeze frame, and partial viewing. Furthermore in listening mixed technique, there are some techniques such as; picture less listening (language), picture-less listening (music), picture-less listening (sound effects) and picture or speech.
The first techniques reviewing techniques, all the following viewing techniques are designed to awaken the students’ curiosity, through prediction activities; so that when they watch the video sequence in its entirety they will have expectations about it. 1) Fast forward: the teacher presses the ‘play” button and then fast forwards the video so the sequence shoots pass silently few and at great speed, taking only a few seconds. When it is over the teacher can ask students what the extract was all about and whether they can guess what the problem of the story. 2) Silent viewing (for language): the teacher plays the video at normal speed, but without sound. Students have to guess what the characters are
saying. When they have done this, the teacher plays the tape with sound so that they can check to see if they guess correctly. 3) Silent viewing (for music): the same technique can be used with music. Teachers show a sequence without the sound. Students have to guess what the characters are saying. When the sequence is then shown again, with sound, students can judge whether they choose the same mood as the director/composer. 4) Freeze frame: at any stage during a video sequence we can‘freeze’the pictures, stopping the participants dead in tracks. This is extremely useful for asking the students what will happen next or what the character will say next. 5) Partial viewing: one way of provoking the students’
curiosity is to allow them only a partial viewing of the pictures on the screen. We can use pieces of card to cover most of the screen, only leaving the edges on view;
we can put little squares of paper all over the screen remove them one-by-one so that what is happening is only gradually revealed.
Other teaching techniques which can be used in a video based lesson rereading mixed techniques. Reading routines, based on the same principles as those for viewing, are similarly design to provoke engagement and expectations.
1) Pictures less listening (language): the teacher covers the screen, turns the monitor away from the students, or turns the brightness control light down. 2) Picture less listening (music): where an excerpt has a prominent music track, students can listen to it and they say-based on the mood it appears to convey what kind of scene they think it accompanies and where it is taking place. 3) Picture less listening (sound effects): in a scene without dialogue students can listen to the sounds to guess the scene. 4) Picture or speech: we can divide the class in two so
that half of the class faces the screen, and half faces away. The students who can see the screen have to describe what is happening to the students who cannot.
Harmer (2001:287-288) designed general comprehension activities for students watching a video: 1) the students have to try and give as much information as they can about what they have seen. 2) After being told to remember as much as they can, they watch the sequence in pairs. 3) The teacher gives a text based on the movie and asks them to read to comprehend. 4) When the pairs have finished their discussion, the teacher reads out questions and the students have to write their answers. 5) When the students have written the answers, they compare them with other pairs to see if they all agree.
Besides the classroom management, the teacher applies a communicative approach in teaching speaking. The teacher’s approach is a communicative approach. Harmer (2001:33) proposes some characteristics of communicative approach in the following view: firstly, language is a system for the expression of meaning. Secondly, the primary function of language is for interaction and communication. Thirdly, the structure of language reflects its function and communication use. Last, the primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exampled in discourse.
According to Richard (2002:156), the teacher strategy is a way of engaging all of activities and material into a classroom. The teacher’s responsibility is to mix the materials that are appropriate with the classroom activities.
Furthermore, the essential factor that is needed is material. Richard (2002) proposes that teaching materials are a key component in most language patterns.
Instructional material provides the basis for much of the language input learners receive and the language practice that occurs in the classroom. The instructional material also contains ideas and how to plan and teach lesson as well as a format that teacher can use. In spoken language speaking materials that are recommended to use include topics, pictures, and cards to be related with the material.
Based on experts’ description above, there are some techniques that can be implemented in the class. However, not all of the techniques can be implemented in this study because there are some considerations in choosing the suitable techniques based on the students’ condition in learning. So, the techniques that can be applied in the class should be simple because it will be helpful for the students in order to improve their reading comprehension through listening and watching. In this case, the researcher considered that there are some techniques that would be suitable to be implemented in teaching reading comprehension of narrative text by using video movie; introduction, total viewing, sound and vision on, freeze frame, note taking, reading the text, giving a task and discussion.
Essentially, there are five factors that influence the improvement of reading comprehension of narrative text by using video movies. They are material, classroom activities, classroom management, teacher’s approach, and teacher strategy. Generally, classroom management has a significant role in engaging material, classroom activities, teacher’s approach, and teacher’s strategy. Without managing the classrooms so well, the students neglect what the teacher explains
about. Moreover, they exhibit disruptive behavior if the teacher does not lead them with discipline. The teacher’s discipline governs the student not to behave badly. Not only does the teacher teach the student to behave with discipline but also the teacher needs to prepare the material well before coming to the classroom. This is the key of the classroom management. The teacher knows how to implement the strategy in teaching reading by telling the procedures and the students understand the rules of the classroom activities for instance. Then, the classroom management consists of rules and procedures in teaching. It is supported by Harry and Wong (2009), they say that effective classroom routines are the rules and procedure that the teacher consistently uses on a daily basis in the classrooms. In conducting a video movie lesson, the teacher develops a supportive relationship with and among the students.
Based on the above theories, the indicators in using video movie in teaching of narrative text there are eight indicators:
Table 3. The indicators of Video Movie in Reading Comprehension of Narrative Text
No. Indicators of Video Movie in the Classroom 1. Pick a particular clip
2. Prepare specific guidelines 3. Introduce the video
4. Play the clip 5. Stop the clip
6. Set a time for reflection
7. Assign an active learning activity 8. Structure a discussion
.