The Use of Videos In Effective Teaching of Composition Writing.

By

Sabariah Abdullah
Wan Wardah W
Aidil Ishak

Anderson Primary School

Abstract

· The purpose of this action research is to find out if the use of videos has
any impact in the content of composition writing among P5 Malay Pupils. This
research aims to examine the effectiveness of using videos in enhancing the
pupils experience and knowledge, thus helping them to write better composition.

16 Primary Five malay pupils were involved in a study conducted over a

seven week period. A pre-test and a post-test were carried to assess the
outcome of the research. After the duration of the tests,the post tests results
showed an improvement in the students performance after the intervention.This
suggests that the use of video has a positive impact in arousing interest and
curiousity thus enhancing pupil’s skills in writing.
 Introduction

In general classroom setting, a composition lesson would involve mainly a

teacher centered form of learning. The outcome of such instructional practise
tend to encourage ‘spoon feeding’ of information or over reliance of the teacher’s
narration of possible experiences rather than the pupil’s expressing their own
feeling and experiences.

Pupils at Primary 5 level need to write a composition based on a series of six

related pictures with a given vocabulary list. At this level, pupils are already
taught about the basic requirements of a composition, which are the
introduction,development and conclusion. Limited to that, their compositions
would usually lack in depth as they fail to infer and see beyond the pictures.
Hence, their compositions are often dull and uninteresting. They see to be
limiting themselves to only what is depicted in the pictures. Perhaps,due to the
lack of visual or real life experience ,they are unable to vividly relate their ideas in
writing.

“Children and adults feel their interest quicken when language is experienced in
a lively way through television and video. This combination of moving pictures
and sound can present language and ideas more comprehensively than any
other teaching medium. And more realistically too” (Stempleski & Tomalin 1990
p.3)

As a stimulus to enhance creative imagination while writing, video could be an

instrument which can be incorporated in the lesson as Bearne says ,“ … being
able explore and express meaning comes from experience and watching
stories ,playing a role,becoming familiar particular story or kinds or story. They
may be watched on video,listened to as story tapes,enjoyed as puppet
plays,danced or acted out in drama.” (Bearne 2002)
 Cite literature research

Research Questions
• Does the use of videos excerpts result in improved composition writing?
• How to guide pupils to imagine a scenario visually and then write more
creatively ?
• How to become better facilitator of pupils in their writing?

Method

The research involves 16 Malay Language Pupils from Primary 5 who are in the
basic stages of learning composition writing based on a series of 6 related
pictures . The class consists of mixed ability pupils ranging from low ability to
high ability.
The process of this research is divided into three components. The first
component involves the pupils to write their composition based on a series of 6
related pictures independantly so as to gather samples for a pretest.

Subsequently, pupils were introduced to a new composition learning

strategy which incorporates video excerpts related to the same series of
pictures. Pupils were engaged in group discussions,brainstorming on words and
phrases related to the videos, and drafting their experiences . Pupils are
encouraged to give more time to deliberate and focus on each picture . They are
expected to enrich their group discussion with vivid ideas in the form of
reenactment,dialogues and roleplay .This intervention process has a span 5
weeks.

Upon completion on the intervention process, a post test was carried out .
Pupils are asked to write a complete composition based on the same series of
pictures.Assesment was based on the content of the writings.
 Results

In contrast,the pre and post test indicated a positive result. The findings
showed that the content of the writing is more in depth, interesting and planned.
There was evidence in the pupil’s writing that that the choice of words potrays the
situation in more vivid manner. Pupil’s are able to quote dialogues which gave
life to the characters in their composition. From the ideas they derive from the
videos, they have sucessfully cascade them creatively in writing.

The lower ability pupils showed improvement in ther writing. From limitating their
ideas to the given pictures ,they have now been encouraged to include
appropriate words to string more interesting sentences.

Discussion and Recommendations.

Finding the appropriate video excerpts for specific pictures was a great
challenge . Often, the suitability of the video was not coherent to what is being
discussed.

This approach has benefited the pupils as clearly they are more actively
engaged in the learning of composition writing. Taking into account from a
perception survey, it is found that the video gave pupils inspiration and have
encouraged them to generate better vocabulary and expand creativity.The videos
have also helped them to visualize the real scenario.It gave them clarity of
thought and motivated them to write more.

Whilst it will require more preparation to expedite a program like this,

pupils themselves contributed in the learning process as active independent
learners while teachers act as facilitators.

References & Appendices

• Bearne, Eve (2002) Making Progress In Writing :London : Routledge
Falmer
• Stempleski. S & Tomalin B. (1990) Video In Action. New York. Prentice
Hall.
• “Coast Guard Resave 3 from Capsized Boat”
(http://www.youtube.com/watch?v=t8qvikosVCM)

• “Dark thunder clouds at dusk” (http://www.youtube.com/watch?

v=csU0MBtL8kU)

• “Boat in huge storm at sea” (http://www.youtube.com/watch?v=y1TxLBXx_