Teaching speaking through video - Widya Mandala Catholic University Surabaya Repository
CON€LUSION AND SUGGESTIONS'::':
' ~-
CHAPTER V
CONCLUSION AND SUGGESTIONS
This
the
chapter consists of
conclusion
some
of thesis, and the
suggestions
speaking
two pat-ts. The
of
through
the
writer
for
video
second
f i.rst
deals
concerning
English
is
with
teaching
Department
stu.dents.
5.1 Conclusion
a
about
langua.ge
does
not
mean just
lea.r-ning
grammar and vocabulary but the important thing
lea.rning
ho~.;
la.ngua.ge.
to
think.
Ther-efore!\
and
communicate
spoken
in
ra.ther
l.an9ua.ge
language is considered as the primary
language
be
before
some
since the need of spoken language
superior to
foJ--m
of
is felt
tCJ
'f i.rst
writing in the children's learning
lc:tnguage,
consider
because
tha_n
speaking
people
others
ls
communicating
as
priority for success. Also all human relations
effective
happines;;,
on
thouohts ,
communication,
.omd sadn•:ss which an:c
dc~p(.;ln
all
communi.ca.tcd
one person to another in their daily li.ves.
by
Most
Catholic
University
to
c>.re
Ltna.ble
to
speak
eventhough they have been taught
fluently,
in High school. Usually they
years
do
speak correctly, how to answer the
that they are
so
behav~
t·1andala
students when they first enter Widya
unable to
English
English
net
how
know
questions how
to
speak
in
ea.sily
with other people. Studying the way people
communication
see
how
much
their behaviour
and
not only what they say but how they
it. Notice
how
they look at each other,
behave and
meaning
you
get
can
from
how
they
move and what they do with their hands. Watch their
eyes
sa.y
and
the
a.re
spea.king
the
fa.cts
suggest
expressions
a.nd
and
on
when
they
speaking
they
l:istening. Based
are
reasons c>.bove,
teaching
both wi1en
faces,
their
the
:;,;.-iter
through video
tries
to
English
Department students.
Some
adva.n tages
in
video
usinq
tea.ching
'5peak.ing are:
1. Helping
situation,;
teach~rs
which
"'.re
found outside the classroom walls.
Fa1~
Many objects cannot
e:·(a.mp l.l' .:
be
brought into
catching
going to the movies,
bus,
riding
45
ti·1e
classroom"
crossing
bicycle,
~Ja.l
k. .ing
in
the
park
difficult
quite
situations
but they are comparatively easy
recreate,
2. Helping
be
would
introduce
to
teachers
to
to
video.
students
the
to
unfamiliar cultural aspects.
It is easier to
give
rather than to try
someone
to
an
explain
orange
its
easier to show someone a film of
a
to
tase~
taste,
it
supermarket
-~ l
-
than
to try to explain one in words.
3. Helping teachers to give
reality
to
what
might
be
misunderstood verbally by the students.
Since it is not always possible to explain
words, valuable class time
the explanation is
maybe
lost.
completed, some
still may not understand
the
of
word.
in
Also,
after
students
th~
How
few
a
easier
more time-saving it would be to use video
that
and
gives
reality to the explanation.
4. Helping teachers to change
situations
quickly
and
eas~ly.
students' goal
Since
the
guage
is to use
in
a variety
number
that
in learning a
language
of situations,
for
communication
it is essential
of different situations be presented
students in a classroom. Video provides an
46
lan-
new
that
to
easy
the
way
to bring
the
these
same
time
understand
5. Helping
situations to the classroom
be
assured
and
the
that
at
students
the situation.
teachers
to
provide
property
for
the
classroom setting.
The film helps to explain the
cultural
the new language which can stimulate the
the students as well as help to make
setting
of
interest
of
the
classroom
a mere cheerful place for their study.
5.2 Suggestions
At
the end of this study, the writer would like
give her suggestions to the English teachers,
to
especially
in teaching speaking through video. The writer hopes that
the following suggestions will be useful.
It
teaching
should
to
are
is essential to know that the key to
successful
of speaking is within the teacher himself.
topic
be creative and selective in choosing the
be presented to the students so
that
the
students
motivated to speak in class. Also the length of
program
students
should not be too long because it can make
get bored easily. The language is the
47
He
the
the
standard
language, and it should not
English
contain
too
many
slangs.
By
the
maximizing teachers· creativity
presenting
in
video using the steps given, an English teacher
make
the
speaking
class
more
comprehensible
can
and
enjoyable.
is suggested for those who may be interested
experimental
applicable
this
this study to see whether these
to real situation and the writer
thesis will give some guidance and
English
teachers
who wants to use
speaking.
48
video
ideas
hopes
information
for
to
are
that
to
teaching
Birdwhistell,
Ray,
kinesics and
contPxt : Essays on
Body Motion
and
Communication,
Philadelphia
University Of Pennsylvania Press, 1970.
Bouman, Lenny,
Veni, Video, Vici
Teaching,
Enqlish Teaching
no:1, January 1990.
Video
Fnrum,
in
Language
Vol:
XXVIII
Brown, Gillian and Yule,
George, Teaching
the
Languaoe, An Approach Based on
the Analysi~
ConvPr~ati
English,
Cambridge University
Nev,J York, 1983.
Spoken
of
Press,
Brown
and Yule,
Tearhing
the Sooken I anguage;
An
Annroarh Ba=~d
on
the Analysis of
Conversatinn
Fnqlish,
Cambridge University Press,
New York,
1983.
C.
Char 1 es , _,_T_,e'-'a"'.'=r'-'-r-'-.J=-··'-'n'-"n"-._ _,a"'.n=d,_~Le"ForPiqn
Language,
Ann
1'1ichiga.n, 1945.
r
'-'•
Fries ,
Richards,
Jack and W.
Schmidt,
And Communication,
London
and
Inc, 1983.
a=r-'n_,_,.=i_,_n,_,o"-._ _,E""-'n _gJ. ish as a
Aber,
University Of
Richards,
La.nqua.qe
New York:
Longman
Chenfield,
1"1imi
Broadsky,
Arts
Teaching Lang u.21.g e
r.reativel.:r:., New York : Hair·court Brace Ja.vanovich,
Inc, 1978, p.140-141.
Chamberlain Alan, The Impact of Audio Visual
Guidelines
the
Lanqu~
Cla~srom:
Visc.:-~
__a_j,ds_, December, :l980.
Chaistain, Deve
Practi._g~,
Cross,
~ducation,
A.J.
Aids
fo;.-
in
flud.:\.q
~-QJ2.inq
Second _LarlC)'o,taqe Ski 11_
Jh•~g_t:.r
_ _:t;o
New York : Houghton and Mi f·F in Compa.ny.
Foy
and Cypher·,
Ir··ene F,
8.bl!:li.\?.____Vj,';;ua.t
Nw York University, 198-·'l.
Firth,
(F.RPalm~r
John, Selected
Pacers of J.R.Firth 1952-1959,
Edl, Harrow : Longmans, 1968.
Hue bene r ,
T head ore ,
c:AL~td=.·
.=0'-----V:.nada 1987.
59
' ~-
CHAPTER V
CONCLUSION AND SUGGESTIONS
This
the
chapter consists of
conclusion
some
of thesis, and the
suggestions
speaking
two pat-ts. The
of
through
the
writer
for
video
second
f i.rst
deals
concerning
English
is
with
teaching
Department
stu.dents.
5.1 Conclusion
a
about
langua.ge
does
not
mean just
lea.r-ning
grammar and vocabulary but the important thing
lea.rning
ho~.;
la.ngua.ge.
to
think.
Ther-efore!\
and
communicate
spoken
in
ra.ther
l.an9ua.ge
language is considered as the primary
language
be
before
some
since the need of spoken language
superior to
foJ--m
of
is felt
tCJ
'f i.rst
writing in the children's learning
lc:tnguage,
consider
because
tha_n
speaking
people
others
ls
communicating
as
priority for success. Also all human relations
effective
happines;;,
on
thouohts ,
communication,
.omd sadn•:ss which an:c
dc~p(.;ln
all
communi.ca.tcd
one person to another in their daily li.ves.
by
Most
Catholic
University
to
c>.re
Ltna.ble
to
speak
eventhough they have been taught
fluently,
in High school. Usually they
years
do
speak correctly, how to answer the
that they are
so
behav~
t·1andala
students when they first enter Widya
unable to
English
English
net
how
know
questions how
to
speak
in
ea.sily
with other people. Studying the way people
communication
see
how
much
their behaviour
and
not only what they say but how they
it. Notice
how
they look at each other,
behave and
meaning
you
get
can
from
how
they
move and what they do with their hands. Watch their
eyes
sa.y
and
the
a.re
spea.king
the
fa.cts
suggest
expressions
a.nd
and
on
when
they
speaking
they
l:istening. Based
are
reasons c>.bove,
teaching
both wi1en
faces,
their
the
:;,;.-iter
through video
tries
to
English
Department students.
Some
adva.n tages
in
video
usinq
tea.ching
'5peak.ing are:
1. Helping
situation,;
teach~rs
which
"'.re
found outside the classroom walls.
Fa1~
Many objects cannot
e:·(a.mp l.l' .:
be
brought into
catching
going to the movies,
bus,
riding
45
ti·1e
classroom"
crossing
bicycle,
~Ja.l
k. .ing
in
the
park
difficult
quite
situations
but they are comparatively easy
recreate,
2. Helping
be
would
introduce
to
teachers
to
to
video.
students
the
to
unfamiliar cultural aspects.
It is easier to
give
rather than to try
someone
to
an
explain
orange
its
easier to show someone a film of
a
to
tase~
taste,
it
supermarket
-~ l
-
than
to try to explain one in words.
3. Helping teachers to give
reality
to
what
might
be
misunderstood verbally by the students.
Since it is not always possible to explain
words, valuable class time
the explanation is
maybe
lost.
completed, some
still may not understand
the
of
word.
in
Also,
after
students
th~
How
few
a
easier
more time-saving it would be to use video
that
and
gives
reality to the explanation.
4. Helping teachers to change
situations
quickly
and
eas~ly.
students' goal
Since
the
guage
is to use
in
a variety
number
that
in learning a
language
of situations,
for
communication
it is essential
of different situations be presented
students in a classroom. Video provides an
46
lan-
new
that
to
easy
the
way
to bring
the
these
same
time
understand
5. Helping
situations to the classroom
be
assured
and
the
that
at
students
the situation.
teachers
to
provide
property
for
the
classroom setting.
The film helps to explain the
cultural
the new language which can stimulate the
the students as well as help to make
setting
of
interest
of
the
classroom
a mere cheerful place for their study.
5.2 Suggestions
At
the end of this study, the writer would like
give her suggestions to the English teachers,
to
especially
in teaching speaking through video. The writer hopes that
the following suggestions will be useful.
It
teaching
should
to
are
is essential to know that the key to
successful
of speaking is within the teacher himself.
topic
be creative and selective in choosing the
be presented to the students so
that
the
students
motivated to speak in class. Also the length of
program
students
should not be too long because it can make
get bored easily. The language is the
47
He
the
the
standard
language, and it should not
English
contain
too
many
slangs.
By
the
maximizing teachers· creativity
presenting
in
video using the steps given, an English teacher
make
the
speaking
class
more
comprehensible
can
and
enjoyable.
is suggested for those who may be interested
experimental
applicable
this
this study to see whether these
to real situation and the writer
thesis will give some guidance and
English
teachers
who wants to use
speaking.
48
video
ideas
hopes
information
for
to
are
that
to
teaching
Birdwhistell,
Ray,
kinesics and
contPxt : Essays on
Body Motion
and
Communication,
Philadelphia
University Of Pennsylvania Press, 1970.
Bouman, Lenny,
Veni, Video, Vici
Teaching,
Enqlish Teaching
no:1, January 1990.
Video
Fnrum,
in
Language
Vol:
XXVIII
Brown, Gillian and Yule,
George, Teaching
the
Languaoe, An Approach Based on
the Analysi~
ConvPr~ati
English,
Cambridge University
Nev,J York, 1983.
Spoken
of
Press,
Brown
and Yule,
Tearhing
the Sooken I anguage;
An
Annroarh Ba=~d
on
the Analysis of
Conversatinn
Fnqlish,
Cambridge University Press,
New York,
1983.
C.
Char 1 es , _,_T_,e'-'a"'.'=r'-'-r-'-.J=-··'-'n'-"n"-._ _,a"'.n=d,_~Le"ForPiqn
Language,
Ann
1'1ichiga.n, 1945.
r
'-'•
Fries ,
Richards,
Jack and W.
Schmidt,
And Communication,
London
and
Inc, 1983.
a=r-'n_,_,.=i_,_n,_,o"-._ _,E""-'n _gJ. ish as a
Aber,
University Of
Richards,
La.nqua.qe
New York:
Longman
Chenfield,
1"1imi
Broadsky,
Arts
Teaching Lang u.21.g e
r.reativel.:r:., New York : Hair·court Brace Ja.vanovich,
Inc, 1978, p.140-141.
Chamberlain Alan, The Impact of Audio Visual
Guidelines
the
Lanqu~
Cla~srom:
Visc.:-~
__a_j,ds_, December, :l980.
Chaistain, Deve
Practi._g~,
Cross,
~ducation,
A.J.
Aids
fo;.-
in
flud.:\.q
~-QJ2.inq
Second _LarlC)'o,taqe Ski 11_
Jh•~g_t:.r
_ _:t;o
New York : Houghton and Mi f·F in Compa.ny.
Foy
and Cypher·,
Ir··ene F,
8.bl!:li.\?.____Vj,';;ua.t
Nw York University, 198-·'l.
Firth,
(F.RPalm~r
John, Selected
Pacers of J.R.Firth 1952-1959,
Edl, Harrow : Longmans, 1968.
Hue bene r ,
T head ore ,
c:AL~td=.·
.=0'-----V:.nada 1987.
59