The Difficulties in Listening for Young Learners

28 pupils’ attention on the topic, activating prior knowledge about a topic, making predictions about content and language, eliciting or pre-teaching key language, explaining the reason for viewing and purpose of task. 2 While-viewing Do There are three main reasons for viewing. First is global viewing or viewing for general understanding. Children see a whole video sequence to follow and understand the global meaning. After that, the teacher asks the students to focus on particular aspects of language and content. Second is viewing for details. Children need to focus on something very specific. According to Ellis 1977 in Brewster et al. 2003:206 in The Primary English Teacher’s Guide, there are some typical activities that need a physical response such as watch and complete the picture, watch and number, watch and tick, watch and draw, watch and write, watch and sort. These activities only require children to tick, number, draw lines, and sometimes complete a picture. The teacher can help the students to check their work with playing the short sequence again. Third is viewing for pleasure. 3 Post-viewing Review Activities to provide opportunities for language presented and practiced through the video sequence to be consolidated, extended and personalized or to provide opportunities to research further information. At the end of pupils’ hard work, allow them to view the video again for pleasure. From each step, ESLEFL teachers are able to choose the most appropriate activities for their students and classes. Intajuck 2004: 3-6 also states that “by 29 using a variety of activities using videos, the learners’ language skills; listening, speaking, and writing can be practiced and enhanced”. Besides, it is important to know the tips in controlling of equipment while teaching using. Brewster et al. 2002 mentions some tips to help the teacher in the teaching-learning process using video. First, the teacher should familiarize with the video player and the remote control. The teacher needs to practice several times. Second, the teacher should watch a video program sequence for several times before showing it to the students in order to make the teacher prepare the materials well. After that, the teacher should practice how to use pause and rewind buttons, and check the equipment before starting the lesson. Next, the teacher should make sure all the students can see and hear the video and know what they have to do while viewing. The last is the teacher should use the pause button to give the students time to complete the task and always be prepared to give the students second or third viewing if it is needed. All of them are very useful to plan video-based work into a lesson. Teachers should know why video is very useful for language teaching process. Harmer 2002 states that there are some reasons why a video can add special and extra dimension in learning experience. First, it allows the students to hear the language; see gestures, expressions, and other visual clues which convey general meaning. Video can provide real models since it include all the characteristics of natural spoken English language in realistic situations. Second, it uniquely allows students to looking at situations far beyond their classroom. It can develop students’ cultural awareness. For example, what kinds of food people