The Potential and
Limitation of Video
It
cannot be denied that every aid used in English teaching has positive and
negative effect as well. As the result, all media teaching media are very
possible overused and misused. The use of video as teaching media also has some
potential and limitation characteristics. For that reason, it is important for
the teachers to take into consideration many aspects before implementing video
in the classroom in order that they can anticipate any possible problems occur
in the classroom in connection with their stuffs and problems.
Related
to the use of video in English language teaching and learning process in the
class, Kelly (1985: 52) sees broadly benefit of the uses of video, the first is
video can be used as a modeling device to demonstrate the target language of
performance skills that teachers want the students to acquire. The second, it
can be used as language input for viewing comprehension to develop listening
skills and other skills. The third, it might become as a stimulus for language
activities, a focus for free language tasks, and as source information. These
information can give the teachers’ point of view using video is very possible
helpful and beneficial in English language teaching and learning.
According
to Cahyono (1997:129), video served as a teaching media has still some more
positive reasons to be utilized in English classroom, some of its advantages
are that (1) it can provide a communicative environment in the class since
learners or students might see and listen the ways of acting and using words of
the speakers in which they use in the real situation and the language use in
video is natural and authentic, (2) it shows the attitude and social
relationship among the characters in the video so that the learners can see
non-linguistics terms such as, facial expression, gestures, and emotion, (3) it
can be as a motivating device since action in video is alive so learners do not
get bored, and (4) it can give the cultural information, then (5) it can also
be as supporting materials in teaching language skills and elements for
examples; video can be a stimulus to have discussion, role play and so on. It
also can provide learners to practice pronunciation, structure, idiom, and so
forth.
However,
as explained at glance above video also has potential problem or limitation in
English language teaching and learning, here are some problems of its use. The
first, using video effectively requires teachers to be well prepared before
implementing in the class. The second, the use of video for some schools with
limited facilities is almost impossible applied since it needs expensive
devices. The third, video might cause teachers and students ignore the
instructional objective or goal and it is because video can make learner
passive viewers like watching television (Cahyono, 1997:134-135).
Harmer (2001:283) adds the possible
problems of using video that might occur such as it is ‘nothing new’ syndrome
for learners because they are used to watch video or film on TV or internet.
Poor quality pictures can cause learners will not be encouraged and engaged to
video. Some students might become frustrated as teacher starts and stops
constantly only to show little bits at a time and sometimes teacher fails to
take the students’ natural curiosity into account. The length of video is very
possible to make students get bored and sleepy.
The use
of video, in conclusion, is a teaching media which has very potential benefits
for teaching and learning process and the problems either. Responding to it,
the teachers must be aware and careful before using it in the classroom, since
it is possible to bring positive and negative effects in the teaching and learning
process depending on how the teachers serve the video in classroom. How the
teachers use the video in the classroom will determine how valuable it is
perceived to be by the students, how significant it will be to them, in the
language learning process (Stempleski, 2002-367).
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