Teaching Ideas 3 (TEACHING BY USING VIDEO)

  TEACHING BY USING VIDEO

            According to Harmer (2006) states that deploying video in English language learning provides special points to the students; seeing language in use, cross- cultural awareness, the power of creation, and motivation. It means that video employs important roles in the classrooms because the students do not only listen how the language used by native speakers, but they also can see about the language used in real context of communication. It also allows the students to know about English

native speakers’ culture based on the setting of the story in the video. Then, it can develop the students’ creativity and communicative competence because they can create their own video while using or practicing the language. Moreover, the students can get more interest in learning because they have opportunity to see the language in use as well as learn it from audio recorder. In this case, the use of video provides advantages for the students. 

 

Techniques of Using Video in EFL Classrooms

A. Viewing Techniques                  One of the main objectives of viewing techniques is to awake the students’ curiosity about what they are going to learn by doing prediction. These techniques can be implemented in several ways:

1. Fast Forward
The EFL teachers can present the video to the students by playing it for a few seconds and then fast it forward. Those activities should be repeated until the end of the video. Then, the teacher asks the students to share what information that they got from the video. In this case, the students can guess what the people talked about.

2. Silent Viewing
In this step, the teachers can play the video without any voice. The video is just presented silently without any information. In this case, the students’ abilities to predict the information are required.

3. Freeze Framing
This way needs the teachers to stop the video for several times. The students are encouraged to deliver their idea when the video is stopped. It will be more effective to guide the students in understanding the text because they can predict what will happen after seeing some parts of the video.

4. Partial ViewingIt is also a way to underpin the students’ curiosity because it lets the students to see a part of the video and ask them to predict what kind of information that they will gather

B. Listening (and Mixed) Techniques

1. Pictureless Listening
In this activity, the learning activity is started by guiding the students to listen to the information in the video. However, the students are not allowed to see the pictures in the video until they are able to guess and share what information they got.

2. Picture of speech
This way can be run by dividing the students in the class into two teams. Each team has different opportunities during the teaching and learning activities. The first team is administered to watch and understand a video presented by the teacher. Then, another team should predict what the video is about based on the clues stated by the first team. This activity trains their speech and fluency of the language. 

             Although the use of video in many EFL classrooms is not something new anymore, but more positive responds are still addressed by the students. However, the teachers are challenged to be able to deploy the video effectively due to numerous types of video that can be found and presented in the classrooms. In this case, the teachers as facilitators have to be able to prepare appropriate video based on the students’ need and design some ways to make it effective, especially in encouraging the students to be active viewers. So, the teachers have to be able run some effective ways to involve the students during the teaching and learning activities by using video. Actually, there are many ways that can be implemented by the teachers, they are; fast forward, partial viewing, active viewing, repetition and role play, follow up activity, silent viewing, picture less listening, prediction, reproduction activity, freeze framing, picture or speech, sound on and vision off, dubbing activity. In this paper some of the ways were classified into three phases to provide more meaningful ways for the teachers in deploying the video. 

REFERENCESAbukhattala, Ibrahim. 2015. The use of Technology in Language Classrooms in Libya. International
Journal of Social Science and Humanity, Vol. 6, No. 4, April 2015.
Berk, R. A. 2009. Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the
college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21.
Bell, L., & Bull, G.2010. Digital video and teaching. Contemporary Issues in
Technology and Teacher Education, 10(1), 1-6.