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specific code for playing each video that can be embedded on a web page. http:en.wikipedia.orgwikiYouTube accessed on February 10
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2010
.
YouTube videos also make a specially contribution to the process of language learning, they are to interest and stimulus, a sense of the language and to
motivate the students in teaching learning process. From the definition above, it can be understood that YouTube video is a
kind of short video existing in internet. By using YouTube video, teacher can create activities which more enjoyable and fun.
1. The Benefits of Video
Video is the technology of electronically capturing, recording, processing, storing, transmitting, and reconstructing a sequence of still images
representing scenes in motion http:en.wikipedia.orgwikibenefits accessed on January 20
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2010 . Video is something switched on to present language without
teacher’s intervention. It can be a valuable and possible under used classroom tool. Although, there is always the temptation to simply put a video on at the end
of term and let the students watch a video without even challenging them to be actively involved.
Smaldino 2002: p.283 defines video as electric storage of moving images, He adds that any electronic media that employs “motion pictures” to
present a message can be reffered to as video. Video, a kind of multimedia material, consist of verbal and nonverbal
presentations displaying simultaneous images, narration and on-screen text. Hu and Deng 2007 indicated that multimedia video could improve students’
ability to memorize words because multimedia transmitting information through auditory and visual modalities attracted learners’ attention, and accordingly
improve their word retention. Video has long been accepted as a valuable teaching resource. There are
a lot of exciting possibilities for digital video, among the benefits it provides are: a Richness of information. It can provide a clarity and explicitness not possible
with words or still pictures alone; b Medium learners are very comfortable with;
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c A useful variation in delivery-can help keep learners attention and concentration when used alongside other delivery methods; d Ready-made and
easily reusable or shareable resource; e Video equipment is relatively simple to operate.
Adapted from Willis’6 roles for video accessed from internet on January 20
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2010, there are four possible roles for video: 1 Developing listening skills, that are listening for global understanding and listening for detail; 2 To provide
information. To provide content relevant to students’ needs and interest; 3 Presenting or reinforcing language, that are grammar, vocabulary, and functions;
4 Stimulating language production, here video used as a basis for discussion, a model for learners to follow, and a visual aid.
Through video, students, can also see the gestures and facial expressions which play an essential role in clarifying the part of the meaning which is
conveyed by intonation and tone voice. Jones 2004 investigated second language vocabulary recognition and recall from one control group and three
treatment groups that provided written, pictorial, or both written and pictorial annotations while listening. She found that the pictorial and written annotations
group recalled more vocabulary than those without access to written annotations. Vocabulary recognition and recall would be more effective if new words were
placed in a context, using sound and image combination. Based on the explanation above it can be concluded that video has
several advantages: 1 Students can see as well as hear what is being said the recording is much closer to “real life”; 2 Video is much easier to understand, the
facial expressions, the gestures, and the physical background all give additional information; 3 The visual element is attractive and commands the attention
better; 4 Video are often intrinsically more interesting as many people are more familiar with watching than only listening.
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2. Teaching Vocabulary Using YouTube Videos
