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Based on the explanation above, teaching young learners is hard. Before deciding to become a teacher of young learner, everyone should recognize that the
children are different to adult. Teacher can create activities which can be attracted by using the video. Video gives young learners an opportunity to acquire new
vocabulary and react to what they have heard and have seen. That is why video is a very good way of stimulating young learners in learning process.
D. Review of Related Researchers
There are some studies conducted to enrich vocabulary. Lu Fang Lin 2010 writes “ English Learners’ Incidental Vocabulary Acquisition in the Video
based CALL Program” This study investigated the effects of video-based computer assisted language learning VBCALL program on English learners’
incidental vocabulary acquisition. She writes technological advancements have deeply affected the methodology of education in general and foreign language.
The inclusion of video clips in teaching is becoming increasingly dominant in the second language learning curriculum. This reform reflects the acknowledgement
that audio and visual information aids language learning. Video can be a communicative media contribution to the understanding of the target language
culture by providing authentic language input and increasing contact in various ways with native speakers of the target language through video viewing. Native
speakers’ oral communication in authentic target language contexts can be introduced into the classroom. In general, the results of these studies show that
text along with video, pictures, and graphics fosters second language vocabulary acquisition. For example, it investigated immediate and delayed effects of
different hypermedia glosses on Turkish students’ incidental vocabulary acquisition. The results showed that students having access to word definitions
along with pictures and short video clips achieved significantly higher vocabulary scores than those assigned to the definition only groups. In a study of Korean
students, it is reported that information presented with visual text and supplementary graphics, or with visual text supplemented by spoken text and
graphics could facilitate students’ vocabulary acquisition the best
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There are also some articles related to the use of video in foreign language class. The first article entitled “Learning Vocabulary Through Authentic
Video and Subtitles”. It states that subtitles can be used together with authentic video to improve word recognition and vocabulary acquisition skills in the EFL
class. This atmosphere provides authentic input through three different
channels written text, oral text and images that contribute to offer a better and potentially longer-lasting mental representation of new and old lexical items. The
great value of video lies in its combination of sounds, images, and sometimes text in the form of subtitles, together with the socio-cultural information about
habits, traditions, culture, etc. All this makes it a very comprehensible tool for teaching vocabulary to foreign language students.
Tatsuki 1999 writes about “Video in the Language Lab: Teaching Vocabulary”. She states learners who read illustrative sentences sentences
capturing a scene in the movie and model the correct usage of a target vocabulary item scored better on a multiple choice test than did those who read the narrative
only or read the narrative and watched the video. This would indicate that if vocabulary learning is going to be measured by productive use, video is certainly
facilitative. If, on the other hand, vocabulary gain is going to be measured via multiple choice testing, video will be most efficient if learners are provided with
contextualized sentence models. Either way, video is a useful part of vocabulary learning.
McKinnon writes “Teaching Technologies: Teaching English Using Video”. It is an article offering advice and suggestions on how to teach English
using video. He states that video is a valuable and possibly underused classroom tool. There is always the temptation to simply put a video on at the end of term
and let our students watch a film without even challenging them to be actively involved. Then, he concludes that the use of video is an advantage here as it is an
emotional scene with lots of gestures, adding weight to the situation. Constantinescu 2007 writes “Using Technology to Assist in Vocabulary
Acquisition and Reading Comprehension”. First, it starts with a brief overview of
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the relationship between vocabulary knowledge and reading comprehension. Then, it has been increasingly argued that computer technologies can support
learning in a number of ways. Many features of the computer are considered to enhance vocabulary development and reading comprehension: multimedia is one
of them. Multimedia refers to computer-based systems that use various types of content, such as text, audio, video, graphics, animation, and interactivity. Chun
and Plass in Constantinescu 2007 states that visual multimedia advance organizers were found to help not only recalling new words, but also act as
facilitators of reading comprehension, which stresses the close relationship between vocabulary and reading.
Irina 2010 writes “Using YouTube Videos in Teaching English”. She states that video material taken from YouTube can be a very useful source and
asset for the language teaching-learning process because it combines both fun and pedagogic instructions in an authentic material that reflect real interaction. Using
videos in the English class is a very helpful and stimulating method to motivate the students to get the most of the lesson. By employing videotaped material
teachers can always create an indefinite number of language teaching activities. The devised activities above are mere examples based on one short segment and
each focuses of a different language skill that EFL students need to acquire.
E. Rationale
