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.
b Silent Viewing for language
The teacher plays the tape at normal speed, but without the sound. Students have to guess what the characters are saying. When they have
done this, the teacher plays the tape with sound so that they can check to see if they guessed correctly.
c Silent Viewing for music
The same technique can be used with music. Teachers show a sequence without sound and ask the students to say what kind of music they would
put behind and why. When the sequence is then shown again, with sound, students can judge whether they choose the same mood as the director
composer. d
Freeze Frame ɑt any stage during a video sequence, we can “freeze” the picture,
stopping the participants dead in their tracks. This is extremely useful for asking the students what they think will happen next or what the
character will say next. e
Partial Viewing One way of provoking the students’ curiosity is to allow them only a
partial view of the pictures on the screen. The teachers can use pieces of card to cover most of the screen, only leaving the edges on view; the
teachers can put little squares of paper all over the screen and remove them only one-by-one so that what is happening is only gradually
revealed.
