Beruflich Dokumente
Kultur Dokumente
FINAL EXAMINATION
Media in English Language
Teaching
“Digital Video in English Language
Teaching”
Arranged by:
Diah Endarwati
2215081431
REG DIK B 08
2010-2011
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Digital Video is one of technical media and also one of multimedia production
that is used to construct, edit, and produce a linear story. Digital video requires that
learners bring a story to life with voices, images, a soundtrack or sound effects, and a
sense of movement, through cuts and transitions. The format allows learners to relate
a story of importance in the target language, with attention not only to language, but
also to image and sound and their interconnection. This multimedia production is
becoming increasingly common, and now is a part of the standard hardware and
software that comes with many home computers. Here is the table summarizes the
hardware and software needed for digital video production:
Software Hardware
Audio editing software for voice Video capture and output card (Necessary
recording, capturing, and editing. only if capturing from or outputting to
traditional linear video).
In recent years, the use of digital video in English classes has grown rapidly as
a result of the increasing emphasis on communicative teaching techniques. Digital
video is well-liked by both students and teachers. Students like it because digital
video presentations are interesting, challenging, and stimulating to watch. Teachers
like it because digital video helps promote comprehension. Digital video makes
meaning clear by illustrating relationships in a way that is not possible with words.
Digital video is now widely used for oral practice in English teaching. As listening
and speaking are the two major skills students should acquire, the digital video course
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not only teaches English through video but gets students to use the English they have
learned in talking about the video.
For many years, digital video has been widely used in education (and, even
more commonly, in training situations) as a mass-instructional teaching method in
their own right. As well as being a teaching method in their own right, digital video
can also be incorporated into lecture-type presentations in order to provide illustrative
visual stimulation and variety of approach.
Harmer has divided three kinds of Digital Videos that can be used in English
Language Teaching, they are:
Off-air programmes
Real-world video
Examples for this kind of video are documentaries, feature films, or even
comedy. Because this kind of video has long length, so the teachers should be aware
if they want to use it in teaching language and also the teachers should consider about
the topic of this real-world video in the use of teaching language.
This language learning video can be produced by the teachers themselves based on
the topic will be delivered in teaching language. And nowdays many publishers also
produced this kind of digital video to accompany the course books. In teaching
process, the teachers also can ask the students to make this kind of digital video as
their project.
There are eight suggested methods that can probably be used in classroom for
teaching English, they are:
It is necessary for students to take an active part in watching the digital video
presentations because active viewing can not only focus students’ attention on the
main idea of the video presentation but also increase their enjoyment and satisfaction.
In order to help students get an overview of the content of the video presentations,
write any key questions on the whiteboard about the presentation and ask students to
keep the questions in mind as they watch. After viewing the video, have students
answer the questions orally. For more detailed comprehension, provide students a cue
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sheet or viewing guides and let them watch the video presentation again, section by
section, asking them to watch and listen for specific features of languages.
Freeze framing means stopping the picture on the screen by pressing the
pause button. Digital video gives the students an additional dimension of information
about the characters’ body language, facial expressions, emotions, reactions, and
responses. Freeze the picture when the teachers want to teach words and expressions
regarding mood and emotions, to ask questions about a particular scene, or to call
students’ attention to some point. This technique is also useful if the teachers want
students repeat something or to identify body language, and if the teachers want to
explore background detail.
As digital video is an audiovisual medium, the sound and the vision are
separate components. In this case, it is recommended that silent viewing as a way of
arousing student interests, stimulating thought, and developing skills of anticipation.
By silent viewing, it means playing the video segment with the sound off using only
the picture. Silent viewing can be a prediction technique when students are watching
video for the first time. One way of doing this is to play the digital video segment
without the sound and tell students to observe the behavior of the characters and to
use their powers of deduction. Then press the pause button at intervals to stop the
picture on the screen, and get students to guess what is happening and what the
characters might be saying or ask students what has happened up to that point.
Finally, replay the digital video segment with the sound on so that students can
compare their impression with what actually happens in the video.
It can sometimes be interesting and useful to play a section of a digital video unit and
remove the visual element from the presentation by obscuring the picture so that
students can hear only the dialogue but are unable to see the action. Have students
predict or reconstruct what has happened visually depending only on what they heard.
If there are some difficult language points in the digital video unit, closely
controlled repetition is a necessary step to communicative production exercises.
Replay a scene on video with certain pauses for repetition either individually or in
chorus. When students have a clear understanding of the presentation, get them to act
out the scene using as much of the original version as they can remember. And when
students become confident with role playing and are sure of vocabulary and language
structures, a more creative activity can be introduced in which students are asked to
improvise the scene to fit their views of the situation and the characters they are
playing.
6. Reproduction activity.
When students have seen a section, ask them to reproduce either what is being
said, to describe what is happening, or to retell what has happened. Related to the
story of the digital video presentation, reproduction activities can be organized in a
number of ways, from paired retelling of parts of the video during the initial
presentation to individual retelling of the summary of the video presentation after two
or three viewings. This activity encourages students to try out their knowledge.
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Students will get benefit from experimenting in English, even though it is challenging
and mistakes are made. In general, oral reproduction is hard work, and students need
help, guidance, and reassurance. Write key words or cues on the whiteboard to help
them tell the story of the presentation.
7. Dubbing activity.
One of activities that students seem to enjoy from digital video presentation is
completing a scene from the video by dubbing. This can be done after a review of the
video material or when students have the necessary language competence. There are
two ways to do it:
Play the video episode again. Turn the sound down at random intervals and
then invite students to fill in the missing dialogue orally.
Choose an interesting scene from the video again and play it again. Turn the sound
off, leaving students with only the visual information. Ask the students to fill in the
script in response to the visual cues they receive.
8. Follow-up activity.
Discussion, one of the primary aims, stimulates communication among students. So,
it is important that a digital video presentation should lead to follow-up activity as the
basis for further extended oral practice. One way to achieve communicative practice
is to conduct a discussion of what is presented in the digital video unit. Discussion
offers students an opportunity to develop sharing and cooperative skills.
The most common miss-use of digital video occurs when the media is used
purely for convenience rather than for sound educational reasons. The use of a digital
video should not be thought of as an easy option, or ‘something to keep a class quiet’.
Indeed, it is important that a teacher should carry out a critical preview of the
programme in order to check on its quality and assess its relevance to the course. This
will enable the teacher to introduce the programme properly, to explain its context
and to prepare for class discussion after it has been shown.
8. Conclusion
In the growth of technology, digital video also will become one of prospective
technology in the future for English language teaching. Both teachers and students
will be used to in using digital video in their daily life. In teaching English, in the
future, they can ask the students to make project with digital video as their follow up
activities and present their projects to the class.
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References
http://www.teachingenglish.org.uk/think/articles/video-young-learners-1
http://www.teachingenglish.org.uk/think/articles/online-video-elt
http://www.teachingenglish.org.uk/language-assistant/teaching-tips/using-
film-video-clips
Sokolik, M. 2001. Computers in Language Teaching. In Celce-Murcia, M.
(Ed.). Teaching English As A Second or Foreign Language. 3rd Edition.
Heinle & Heinle.
Ishihara, Noriko & Julie C. Chi. Authentic Video in the Beginning ESOL
Classroom: Using a Full-Length Feature Film for Listening and Speaking
Strategy Practice. January 2004. FORUM English teaching magazine Volume
42 Number 1, United States.
Hemei, Jiang. Teaching with Video in an English Class, China. April 1997.
FORUM English teaching magazine Volume 35 Number 2, United States.