Teaching English Using Video

In the teaching English as a foreign language, utilizing a teaching media in classroom plays a pivotal role for teachers as teaching students. Thus, the various teaching media designed by teachers is worth and helpful in the teaching and learning process. Video as one of various teaching media is assumed to be an effective media that can give the help for the students to learn English in the classroom. It can present the students different learning experiences and can provide more benefits than other teaching media for example; the video offers the value of audio-visual aids to enhance the students’ interest and motivation in the learning of EFL. At least, there are three categories of the distinctive strength of video that the print one cannot achieve as effectively, for instances, the video techniques and teaching function for assisting learning and skills development, providing vicarious experiences, and nurturing that related to motivation and feeling (Kaomi, 2006-3).

The use of video has been researched much as an effective media in teaching English as a foreign/second language (EFL/ESL) for both young and adult learners. It also can be employed in a variety of instructional settings in classrooms. Highlighting the significance of the video in English language teaching and learning, Davis (1998) reveals that practically teachers have been continually trying to exploit and manipulate video to enhance classroom in language teaching and learning. In the fact, many theory and research have been investigated since 1980s, Kelly (1985:52) illustrates that the use of video material in language teaching has several features of communicative approach to language learning, for instance, the use of authentic materials, the importance of topical and relevant input, the presentation of language in context, the significance of the non-verbal aspect of communication.

Some experts, in general, have the same point of views on the importance of video in language teaching, in this case Ur (1996:191) argues that video is an excellent source of authentic spoken material and it is also attractive and motivating. Her point might show that the use of video in the classroom can not only attract and motivate the students but also it is very possible to give authentic spoken language. Cahyono (1997:134) supports the use of video and film can provide a unique and interesting learning experience for teachers and learners, in case they are used constructively and in varied activities in term of leaner-centered. Harmer (2001:282) points out that the use of video will add a special, extra dimension in learning experience. Rammal (2006) shows the use of video material can be a very useful source and asset for the language teaching-learning process because it combines both fun and pedagogic instructions in an authentic material that reflects real interaction. In short, the video as teaching media is beneficial to be used to facilitate particularly for the students to learn English serving as authentic material and it can create different learning experiences in the classroom.