Furthermore, Brewster et al 2002:204 mentions some benefits of using videos for young learners. Those are as follows:
1
Psychological Aspects Video adds variety in the teaching and learning process so the students
find it fun stimulating, and highly motivating.
2
Linguistic Aspect Video presents or revises new words, phrases, and expressions. It shows
all factors of communication, such as language forms, nonverbal codes, negotiation of meanings, and interaction.
3
Cognitive Aspect Video can improve the students’ curiosity and provide up-to-date
information. It will maximize the students’ abilities to infer from context. Moreover, video can develop students’ motor skills, information and
research skills, and communication skills as well as independent learning.
4
Cultural Aspect Video enables the students to see the world beyond the classroom and
improve their cultural awareness. It helps bringing the cultural gap by providing background cultural information.
g. Video Selecting Criteria
If a video is going to be used as a teaching tool, criteria must be established for what is appropriate and acceptable in a teaching-learning context. Berk 2002
states that teacher should set his or her own standards for videos.
There are three sets of criteria that must be considered in selecting video to be used in the teaching and learning process:
1 The students’ characteristics
The first set of criteria relate to salient socio-demographic characteristics: age or grade level, gender, ethnicity, and language-
dominance. In selecting the video, teacher should know his or her students and also consider the characteristics of the students.
2 The offensiveness of the Video
What is interpreted as offensive is a very personal decision by each student based on his or her own values, beliefs, and principles. The
teacher should make every effort to reject any material that is even borderline or potentially offensive.
3 The Video Structure
The structure of the video must be appropriate for instructional use. The following guidelines are suggested when creating video clips: a
length —as short as possible to make the point; b context—authentic
everyday language use unless purpose relates to language; c actionsvisual cues
—action should relate directly to purpose, eliminate anything extraneous; and d number of characters
—limit number to only those few needed to make the point, too many can be confusing or
distracting.
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,
