Video Use in Education
25 sharing.
YouTube is a good medium for sharing the result of the video project since YouTube is widely used by the students and easy to be accessed. In this
research, YouTube is used as the engine to upload students‟ group video project
and also to help the students in finding the appropriate videos example related to the topic of the group video project. Brunner 2013 explains that YouTube is the
largest video portal and the second largest video search engine. Terantino 2011 states that in February 2005, Chen, Hurley, and Karim founded YouTube with
domain name http:youtube.com. The site was created as a forum for people to create and share short video clips online.
According to Terantino 2011, YouTube offers fast and fun access to language and culture-based videos and instruction from over the globe p. 2.
Students and teachers can create videos in YouTube. YouTube also provides students an opportunity to engage the meaningfull target language. According to
Berk 2009, the use of videos has been found to help students by connecting to multiple intelligences, both hemispheres of the brain and to the emotional sense of
the students as cited in Terantino, 2011. It strengthen the fact that using technology is very beneficial in language learning. Wang 2005 explains that
incorporating technology into language learning helps students to connect seemingly abstract foreign language concepts to their actual experiences as cited
in Watkins Wilkins, 2011. Leung 2004 also states that incorporating technology into the classroom generates students
‟ autonomy and students language learning as cited in Watkins Wilkins, 2011. However, students as the
26 learner should be responsible in using YouTube to learn language.
Brunner 2013 describes some of the quality criteria for using YouTube as an educational tool. First is about the accessibility. People can access YouTube
anywhere, anytime, and the interesting part is that it is free of charge. It makes YouTube becomes user-friendly because it allows people easier in uploading
videos that people can subscribe into different channels. Second, YouTube is authentic and offers many multicultural contents related to the target culture.
Third is about the connectivity. YouTube has easy connection to other social media and it enables cooperation to share videos and communicate when rating
and commenting on videos. YouTube is also available in many devices including mobile phone which make it easy to be used in education. Fourth is media
agreement. It means that YouTube is the media in which students interact with on in daily basis p. 1. Watkins and Wilkins 2011 state the two primary benefits in
using YouTube in the classroom are the exposure to authentic English as well as the promotion of a learning style that is more autonomous and student-centered
p.113. Johnson and Swain 1997 also explain that when students regularly use a wide variety of English media, they are achieving a degree of language learning
immersion that might otherwise be unavailable outside the classroom as cited in Watkins Wilkins, 2011, p. 114.
Terantino 2011 presents several general methods in which YouTube videos can be utilized, they are:
a. YouTube for Providing Content and Information
YouTube videos serve many purposes for foreign languages. The most
27 important is the uploaded videos are used to provide linguistic, cultural content,
and information in the target language. According to Berk 2009 explains that utilizing YouTube videos in an informative manner is also beneficial for
illustrating a concept, presenting an alternative viewpoint, stimulating a learning activity, and motivating the students as cited in Terantino, 2011, p. 12. The
YouTube videos which are commonly used in language learning are videos for less commonly taught languages and culture-based videos. Some of YouTube
videos provide access to spoken samples, instructional units, and reading and writing practice. Moreover, related to linguistic and motivational purposes,
YouTube videos deliver the representations of cultural information. b.
YouTube for Student-Created Videos YouTube also gives opportunity for students to create their own videos in
target language. Through creating their own videos, students can apply the target language into real world situations. By creating their own videos and uploading in
YouTube, students are able to develop creativity and freedom of expression, it encourages them to utilize the target language.
c. YouTube for Collaboration
In addition allowing students to create and edit language-based video clips, YouTube videos provide an opportunity for multiple students to collaborate
on a language-based project Terantino, 2011. The projects make the students to create a final linguistic product. YouTube also provides a worldwide venue for the
students to share their video projects. Furthermore, the viewers can like or dislike the videos, respond to the videos by posting a text or video response. Through
28 these facilities, students can get real feedbacks. Students and also teachers can
subscribe to certain channels maintain by individuals or companies from around the world to keep up with their videos.
Skerritt 1984 explains that video project gives students opportunity to experience learning as controlled by themselves and assists students in producing
their own recording with the aim of understanding and applying strategies of learning. Mestre and Lian n.d. believe that video is an excellent tool for
developing awareness of critical features of the target language and for defining the individual needs of students as cited in Skerritt, 1984. Video project enables
the learner to develop their English speaking skill through a broad range of possible activities and a sensitivity to the critical or elements of communication.
Successful language learning occurs in people who have the ability to recognize patterns and to re-create patterns in short time. Therefore, working with the video
project provides learners with the opportunity of becoming aware of the framework of the target language and to develop and modify them according to
the demands of the target language. Furthermore, students can observe their own current English oral proficiency and discover ares they need to improve.
Cooper 1991 explains that when students are using video cameras by themselves they are given the potential to create something memorable and
enjoyable as cited in Harmer, 2007, p. 282. Cooper also believes that video projects can provoke creative and communicative uses of the language. Through
video project, students help themselves experience new things in English. Video provides better feedbacks when students can watch themselves and evaluate their
29 performances. Harmer 2007 states that one of the main benefits of video project
or video-making for the students is the chance to display what they have done and get feedback from the classmates or from the teachers. It can be achieved in
several ways according to Harmer 2007; class feedback, teacher feedback, video installation, and individual and library copies. In class feedback, students show
their video in front of the class and their classmates can vote for the best video or they can record the successful and less successful examples of the video that they
already made. This way will be more useful if different students take charge of different areas such as effectiveness, clarity, grammar, vocabulary, production,
face expression, and voice quality. Meanwhile, in the teacher feedback the teachers respond to each video, saying what the teachers liked about it, correcting
mistakes, and giving suggestions about how it might be improved. The general point of view is that students should learn from their mistakes so that they are able
to develop their ability to speak English Hartford Harlig, 2004, as cited in Dal, 2010.
The implementation of video project has a number of benefits for students. Hafner and Miller 2011 state that video project provides a social
context within which students are able to interact with one another as cited in Procedia, 2014. Students can capture and playback their own performances to
reflect on their speaking English. Hafner and Miller 2011 conclude that video project motivates the students
since the students‟ comments on the video projects to reflect on their learning as cited in Procedia, 2014. Hafner and Miller also
state that video project is novel, fun, challenging, and meaningful. In addition,
30 video project creates students autonomy and enables students to practice the target
language in a collaborative, enjoyable, and comfortable atmosphere. As emphasized by Nikitina 2009, students have a chance to practice the target
language in a more meaningful way and to develop useful strategies that can ease their learning process as cited in Procedia, 2014. Moreover, Masats, Dooly, and
Costa 2009, state video project as an effective learning tool since it engages students in a cooperative project which is provided an opportunity for integrating
all members in the group as cited in Procedia, 2014. Besides that, it is suggested that video production should be used as an integrative learning tool. Therefore,
video project that the students made in this research was as an integrative English learning tool.