Advantages of Using Video

32 1 Fast Forward The teacher presses the play button and then fast forwards the video so that the sequence shoots past silently and at great speed, taking only few seconds. When it is over, the teacher can ask students what the extract was all about and whether they can guess the characters were saying. 2 Silent Viewing for language The teacher plays the film extract at normal speed but without the sound. Students have to guess what the characters are saying. When they have done this, the teacher plays it with sound so that they can check to see if they guessed correctly. 3 Freeze Frame At any stage during a video sequence ‘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 a character will say next. 4 Partial Viewing Use pieces of card to cover most of the screen, only leaving the edges on view. Alternatively, put little squares of paper all over the screen and remove them one by one so that what is happening is only gradually revealed. A variation of partial viewing occurs when the teacher uses a large ‘divider’, placed at right angles to the screen so that half of the class can only see one half of the screen, while the rest of the class can only see the other half. They then have to say what they think the people in the other side saw. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 33 Regarding the videos in the material design, the writer chose videos according to the level of the students and the relevant topics from the guide book to be used in classroom. Harmer 2007: 144 affirms if we make it too difficult or too easy, the students will not be motivated. If the content is irrelevant to the students’ interests, it may fail to engage them. However, teacher might also use the techniques in operating the videos to develop the students’ comprehension of learning target language from the videos.

B. Theoretical Framework

This part intends to outlines the theories which underlie the writer to design the materials for fifth grade students. Some theories were mentioned above are crucial in determining the steps of designing materials. Here, the writer employs CLT as the approach since one of the characteristics is the use of authentic materials. Thus, the writer uses videos as the authentic material based on the approach. For the instructional design model, the writer combines and modifies Kemp’s model and Yalden’s model. There are some reasons why the writer combines and modifies both models from Kemp and Yalden. Yalden’s model has needs survey to gather data about students’ needs as the first step based on Yalden’s that is the needs analysis. The needs analysis is supposed to identify the needs of learners. In this study, the needs analysis is very crucial to determine the design. Meanwhile, Kemp’s model is chosen because in developing instructional plan, each stage requires revision PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI