h. Video Teaching Techniques
Harmer 2001:287 proposes two video –based activities which can be used
in video-based lessons. One of them is video watching activity which is suitable with this study. A number of activity are designed for specific video situations.
They explore the range of opti ons for use with both ‘off-air’ and language
learning videos. Video watching activities consists of three sections as follow: a
General Comprehension This activity is designed to have students watch a video in order to
understand the gist of the video and then look back again for details. In this activity, the students have to give as much information as they can
about what they have seen in the video. Then, in pairs, they discuss it. After that, the teacher reads out the questions and the students have to
write their answer. Next, they have to compare their answers with other pairs whether they all agree or not. Finally, they watch the video again to
check their answers. b
Working with Aspects of Language The activity of working with aspects of language shows the unique
language works to the medium of video. A way of getting students in monolingual groups to focus on language is to get hold of English
language films which have subtitles in students’ language. The teacher can start this activity by viewing the video without sounds
and discussing film subtitles in general. After the first viewing, both the teacher and students discuss what they have seen. The second viewing,
the students have to write down what they think the original English words were. For the final viewing, they watch the extract with the sounds
turned up to compare their English with the words that were actually spoken.
c Video as a Springboard to Creativity
The activity in this section shows how a video can be used to spark students’ creativity by encouraging interpretation, provoking thought, and
asking for language use. In this activity, students watch a video and the teacher make sure that they understand it.
After that, they do any language work which may be appropriate. Teacher asks students to watch the clip again but they have to imagine how the
scene would be different. This activity helps the students understand more about the language being used and directs them to insight about
language and behavior in general. In addition, Franzy 1999 in Rammal 2005 suggests that there is a three-
part stage of video watching activity which the teacher should think and apply in a video-based lesson including pre-viewing, while-viewing, and post-viewing.
The pre-viewing activity is aimed at introducing students with the material they are going to view. This activity facilitates the students to have easier and
better comprehension. In while-viewing activity, the teacher plays the video then asks the students
to work on the certain while-viewing activity such as identifying certain words, expressions or information.
After while-viewing activity, the activity moves to pre-viewing activity. In this activity, the teacher will asks the students to work in pairs or groups to apply
and practice the language form and function they got from the video.
B. Review of Relevant Studies
Before the study which was conducted by the researcher, there are some previous studies done by some researchers showing that the use of video in the
teaching and learning process of English can improve students’ speaking skills. One of the relevant theories was written by Christine Canning and Wilson
from the Center of Excellence for Research and Training, Higher Colleges of Technology. Canning 2000 states that video provides visual stimuli such as the
environment and situation that can lead students to generate prediction, speculation, and a chance to activate background schemata when viewing a visual
scene reenacted. Language found in a video help non-native speakers understand stress patterns. Video allows the students to see body movement and speech
rhythm in second language discourse through the use of authentic language and speed of speech in various situations. In addition, a video can stimulate and
motivate students to be interested so that the students can be more actively involved in teaching and learning process.
The next relevant theory is written by Dr. Samir M. Rammal 2005 from Birzeit University. He supports the theory that the use of video can be very
beneficial for the teaching and learning process. He suggests that video can be very useful source and asset for the language teaching and learning process
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