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1 As a Language Model
Authentic video provides a vast up-to-date linguistic resource of accents, vocabulary, grammar and syntax, and all kinds of discourse, which shows us
language in most of its uses and contexts – something neither course book nor classroom can do. Authentic video can be a model for specific language items for
students to pick and choose from since it illustrates the kind of interactive language most foreign-language students seldom to encounter.
2 As a Stimulus or Input
Video can be used for discussions, for writing assignments, as input for projects or the study of other subjects. The ‘film of the book’ is particularly useful
in the study of literature, and work-based scenarios and training films are useful in special-purpose language teaching.
3 As a Moving Picture Book
Video gives access to things, places, people, events and behavior, regardless of the language used, and is worth thousands of picture dictionaries and
magazines.
c. Viewing Techniques of Using Video
According to Harmer 2001:309 technique in using video are designed to awaken students’ curiosity through prediction so that when they finally watch the
film sequence in its entirety, they will have some expectations about it. Those techniques are:
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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
