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needs to be more creative in using the videos and could add various activities to be implemented after playing the video.
3. Providing handout containing various materials could help the students
understand the language functions or the materials easily. This implies that giving additional learning sources is needed besides using course book.
4. Applying vocabulary practice before playing the video could help the
students understand the content of the video and enrich their vocabulary. This implies that it is necessary to conduct pre-viewing activity before playing the
video to develop learners comprehension strategies. 5.
Giving pronunciation practice by imitating the speaker from the video was more interesting and could help the students improve their pronunciation. It
implies that the teacher could use video as the speaking model to conduct pronunciation practice.
6. The use of classroom English could encourage the students to speak English
in the classroom activity. It implies that the use of classroom English helped the students to accustom to hear and speak English language.
7. Giving feedback on the students’ speaking performances when they made
some errors could help the students reduce their ungrammatical utterances or sentences. This implies that the feedback from the teacher is needed to help
the students in grammar matters.
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C. Suggestions
Based on the conclusions and implications above, some suggestions are offered for the English teacher and other researchers. The suggestions are
presented below. 1.
For the English Teachers In line with the use of video, the English teachers need to design various
activities to be implemented after playing the video. The activities should encourage the students to speak English. Besides, it is necessary to use
various video teaching techniques so that the teachers could explore the video into some useful activities that can help the students improve their speaking
ability. The English teachers also need to provide other learning sources besides the course book to give more knowledge to the students in learning
English. 2.
For Other Researchers To other researchers who want to conduct the same research, there are some
factors that should be considered in using videos in the English teaching and learning process. First, it is necessary to find the videos which are suitable
with the core competences, basic competences, and also the students’ proficiency level. Second, the researchers should be more creative in using
various video teaching techniques and designing other activities so that the students have more opportunity to speak in interesting way. The last, it is
important to make sure that all of the equipments to show the video work well before playing it.
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