commit to user 15
attractive for them. Therefore, it is important to teach them with a technique that involves some interesting activities during teaching-learning process.
2. Teaching English to Young Learners
Recently, English began to be taught to elementary school even primary school. It is important to introduce English as early as possible in order to prepare
them in continuing their study to the higher level such as junior high school and senior high school. Scott and Ytreberg 2000: 4 propose the reasons of teaching
language to young learners as follows: a. Only by an early start can language mastery be assured.
b. Preadolescents can learn a language without self-consciousness. c. The early start instills respect for the other people and foster tolerance.
d. Appreciably more children can be eager to study a foreign language later on. e. The students who began early will be much further along in high school and in
college. As stated above, it is clearly that English should be taught earlier.
Remembering that young learners have their special characteristics that differentiate them with adults, it is important for teacher to choose a technique
that suitable for their average age. Not all of the English teaching methods can be used to teach young learners. Being an English teacher also should be variously in
presenting the materials since children only have concentration in a few and easy to get bored.
D. Review of Related Researches
There are 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
commit to user 16
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 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
commit to user 17
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
