Importance of Motivation Theory of Perception

15 When a student reaches the formal operational stage, the range of assessments is almost endless. These young people can now employ the use of analogies and hypotheses in problem solving. They can incorporate value judgments and problems of social and cultural scope as part of their processing. Piaget also knows the needs of Senior High school students in the education field. He said that Senior High school students like to learn something using visual aids, illustration, simple graphs and diagrams. They like to be taught using step by step explanation. It is better for teachers to give the students opportunity to explore many questions through discussion of social issues because they like to share their ideas. Teachers can ask them to work in pairs or groups and give them a problem which has to be solved. Students in the formal operations stage also like to learn something through music. From the explanation above, it can be concluded that Senior High students are interested in visual aids and illustrations. They also like to learn something through music. Since their abilities to think and understand something are developed, Piaget advices the teachers to use well-organized materials that offer step by step explanations. The use of social issue and problems can develop their critical thinking ability and problem solving skill. This theory helps the researcher to analyze the students’ needs in their age which can be used as factors to build the students’ perception on the use of videos.

3. Theory of Learning English Using Videos

A video has been popular in the learning environment. It has been used by many teachers. There are many reasons why video is used as a tool in teaching 16 English. The first reason is video has the ability to use both auditory and visual system. According to Baggett as cited in Secules et al. 1992: 480 learners can construct a meaning of a story from either audio or visual information alone, but it appears that when presented together, each source provides additional and complementary information. Through video, learners can write a summary of a movie completely better than when they only listen to the audio-only version. It means that information that is obtained visually is memorable. Second, videos can connect students with faraway place. Videos permit the students to observe the dynamics of interaction as they observe native speakers in authentic situation and using different accents, registers, and paralinguistic cues such as gestures and postures Secules, et al., 1992: 480. Herron 1992: 480 says that videos give great sense of what the country would be like if the students visited it. Third, videos can enhance self-confidence and breakdown social- stereotypes. According to Terrel 1993: 17, authentic videos have even been shown to inspire self-confidence. As a result, students say that they have fewer obstacles about using their second language. Fourth, videos give opportunities for students to learn foreign culture. Videos appear to be a rich source for teaching culture because it presents students with an image of a “living vibrant people who use the target language for daily communication” Shrum Glisan as cited in Secules, 1992: 481. It is also said that today’s students are part of the TV era and that visual aids help them with cultural awareness.