The attractive powers of the video here is the use of video in teaching and learning process to attract and engage students’ attention and motivation to learn
in the classroom. Besides that, Ikawati 2012 also states that video is an audio visual media
containing of motion pictures or images used to distribute message from sender to receiver. So, by using video the teacher can distribute the message especially the
materials to the students in the classroom.
d. The Types of Video
There are three basic types of video that can be used in the classroom as learning media. It is as what Harmer 2007:284 stated. The three basic types of
the video are: 1
Off-air Programs Off-air programs include the program recorders from a television channel
that can be engaging for students. The best programs are ones which can be used for a range of activities including prediction, teaching language,
cross- cultural awareness, or as stimuli for the students’ own creativity.
2 Real-world Video
It is a kind of video which deals with featured films, exercise manuals, wildlife documentaries, comedy, etc.
3 Language Learning Videos
Language learning video is free-standing video to accompany course book used in the classroom.
Since it is made to accompany course book which is used in the classroom, language learning video has the advantages for teaching and
learning activity. The main advantage of this kind of video is that the video has been designed for the students in particular level. Then, it is
comprehensible, designed to appeal the students’ interest and multi-use as it can be used both for language study and a number of activities as
well. In conducting the research, the researcher used the Language Learning
Videos because it is the most suitable type of videos to be used in teaching speaking in XI Science class of SMA Angkasa Adisutjipto Yogyakarta.
e. Classroom Activity Using Video
Harmer 2001:286 states that by using video teacher can set some interesting activities of teaching and learning in the classroom. The activities are
designed to awaken the students’ curiosity, through prediction activities, so that when they finally watch the video sequence in its entirely they will have some
expectations about it. The activities are: a
Fast forward In this activity, the teacher can press the ‘play’ button and then fast
forwards the video so that the sequence shoots pass silently and at great speed, taking only a few seconds. When it is over the teacher can ask
students what the extract was all about and whether they can guess what the characters are saying.
