THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum) in English Language Studies

  LEARNERS’ EXPERIENCES IN LEARNING ENGLISH USING

  VIDEO CLIPS THESIS Presented in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M.Hum) in English Language Studies by Yuana Liverita Goodianti 056332038 THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES SANATA DHARMA UNIVERSITY 2007

STATEMENT OF ORIGINALITY

  

This is to certify that all the ideas, phrases, and sentences, unless otherwise stated,

are ideas, phrases, and sentences of the thesis writer. The writer understands the

consequences involving the degree cancellation if she took people’ ideas, phrases,

or sentences without proper references.

  Yuana Liverita Goodianti iv

  

ACKNOWLEDGEMENTS

First of all, I would like to thank my God, Jesus, for His blessing. His

blessing is the biggest power to experience sadness and happiness with all people

whom I love. His blessing helps me to accomplish the thesis writing. I also realize

that I might not have finished this thesis without the help of other people.

  

Therefore, I would like to express my deep gratitude and appreciation to those

who have helped me.

  I would like to express my greatest gratitude to Dr. B.B. Dwijatmoko,

M.A as my advisor for giving me his patience, suggestion and advice. My

gratitude is also addressed to Dr. F.X. Mukarto, M.S., for his knowledge to be a

good book writer. Perhaps, I can follow his track to compose a handbook for my

students. I am also indebted to Dr. Bismoko for his knowledge and view on the

language education research especially the demand of qualitative research, which

gives an opportunity for the participants to have their own perspectives in

developing the language education especially in Indonesia. Next, I would like to

thank Dr. Novita Dewi, M.S., M.A, for her fascinating literature analysis in her

class. My debt of gratitude is due to Prof. Dr. Soepomo Poejosoedarmo for his

support and suggestion. I would like to thank all lectures in English Language

Studies whom I cannot mention one by one. I thank all administration staff for

their help, especially Mbak Leli, Mbak Lia and Pak Mul.

  I thank the headmaster of SMK N 2 Wonosari, Drs. Sangkin, who has

allowed me to conduct the study in his school. My thanks are also for students of

v

  

the third grade of SMK N 2 Wonosari, especially Bambang, Darul, Doni, Diyan,

Febri, Rahmat, Arif, and Zainur.

  I dedicate this thesis for my beloved husband, Yohan; my parents, An.

Pardjiman and Am Supraptinah; my young brothers, Handy and Very; and my

child in the heaven, Ellia. There are also my relatives who have supported me,

they are Suyono, Sunardiyah, Eko, Aning, Ari, Ujik, Tina, and Selvi. Then, I

thank my grandmother and grandfather for their prayer.

  Last but not least, I thank all friends in English Language Studies and all people who have helped me doing this thesis. May God bless you.

  Wonosari, December 7, 2007 Yuana vi

  TABLE OF CONTENTS

TITLE PAGE ………………………………………………………………...i

APPROVAL PAGE…………………………………………………………...ii THESIS DEFENSE APPROVAL PAGE……………………………………iii STATEMENT OF ORIGINALITY………………………………………….iv ACKNOWLEDGEMENTS…………………………………………………..v TABLE OF CONTENTS……………………………………………………..vii LIST OF FIGURES…………………………………………………………...ix LIST OF TABLES…………………………………………………………….x LIST OF BOXES……………………………………………………………...xi ABSTRACT……………………………………………………………………xii

  ……………………………………………………………………….xiii ABSTRAK

  CHAPTER 1 INTRODUCTION A. Background…………………………………………………………………..1 B. Problem Identification…………………………………………………….....5 C. Problem Limitation…………………………………………………………..7 D. Research Questions ……………………………………………………….....8 E. Research Goals…………………………………………………………….....8 F. Research Objectives……………………………………………………….....9 G. Research Benefits………………………………………………………….....9 CHAPTER II LITERATURE REVIEW A. Theoretical Review…………………………………………………………..11

  1. Learning Language………………………………………………………11

  2. The Process of Learning…………………………………………………14

  3. Video Clips Used in Learning English…………………………………..23

  4. Learners’ Experiences…………………………………………………...25

  5. Related Research ………………………………………………………..29

  B. Theoretical Framework…………………………………………………….....30

  CHAPTER III METHODOLOGY A. Research Method………………………………………………………….....33 B. The Nature of Data…………………………………………………………..34 C. Data Setting and Sources………………………………………………….....35 D. Data Gathering Instruments and Data Presentation……………………….....36 E. Research Procedures and Data Processing…………………………………..41 CHAPTER IV ANALYSIS, RESULTS, AND DISCUSSION A. Analysis………………………………………………………………………48 B. Results

  1. The Learners’ Experiences in Learning English Using Video Clips……57

  

a. Bam’s Learning Experiences ……………………………………….57

  

b. Dar’ s Learning Experiences .……………………………………….61

  

c. Feb’s Learning Experiences .………………………………………..64

vii

  d. Don’s Learning Experiences .……………………………………...67

  e. Ar’s Learning Experiences….……………………………………...71

  f. Yan’s Learning Experiences .………………………………………73

  g. Mat’s Learning Experiences .………………………………………78

  h. Zai s Learning Experiences ..………………………………………82

  2. The Collective Meaning of Learners’ Experience in Learning English Using Video Clips…………………………………..86

B. Discussions

  1. Before Learning Activities……………………………………………..89

  2. During Learning English Using Video Clips ………………………..92

  CHAPTER V CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS A. Conclusions………………………………………………………………..101 B. Implications……………………………………………………………….104 C. Recommendations………………………………………………………....105 BIBLIOGRAPHY …………………………………………………………… 107 APPENDICES: Appendix I Interviewing Participants about Learning English Using BM. Intro Clip ………………………………….. 109 Appendix II Interviewing Participants about Learning English Using BM.

Telephoning Clip ……………………………………………. 115

Appendix III Interviewing Participants about Learning English Using BM. Bribe and BM. End Clips………………………… 125

Appendix IV Interviewing Participants about Glory 1 and Glory 2...……… 139

Appendix V Interviewing Participants …………………………………….. 155 Appendix VI Interviewing Participants about their Styles, Preferences, and Past Learning Experiences …….………………………………171 Appendix VII A Sample of Participants’ Diaries …………………………….181 Appendix VIII Interview Questions . …………………………………………189 Appendix IX Member Checking Results …………………………………… 190 Appendix X A Schedule of Gathering Data ……………………………….. 192 viii

  

LIST OF FIGURES

Figure 3.1 Making the Interview Questions and Conducting Data Gathering …36Figure 3.2 Research procedures ………………………………………………. 43

  ix

  

LIST OF TABLES

Table 3. 1 The Theoretical Blueprint of Interview ……………………….. 37 Table 4. 1 A Sample of Articulating Meaning Units ………………………. 54 x

LIST OF BOXES

  

Box 3.1 The Sample of Interview …………………………………………. 38

Box 4. 1 A Sample of Interview about Learning English Using BM Telephoning Clip and a Comment of the Entire Interview ……………………………………………49

  

Box 4. 2 A Sample of the Diary Processing and Analysis …………………..50

Box 4. 3 A Sample of Comparing and Contrasting the Data from Interview

and Diary ………………………………………………………… 50

Box 4. 4 A Sample of Identifying Meaning Units on an Interview ……….. 51

Box 4. 5 A Sample of Identifying Meaning Units in a Diary …………….. 52

Box 4. 6 Defining Relevant and Psychologically Explicit Meaning

Units on the Don’s Sixth Interview Manuscript …………………. 52

xi

  

ABSTRACT

Yuana Liverita Goodianti. 2007. Learners’ Experiences in Learning English

Using Video Clips . Yogyakarta: English Language Studies, Graduate Program,

Sanata Dharma University.

  In English language education especially in Indonesia, the implementation

of media with technology is becoming more and more important. Technology

integrated with media serves its own right to the experiences of teaching learning

activities. As one of examples is the use of video clips, the video clips show short

dialogues among native speakers of English in various situations. Learning

English using video clips provides an experience for learners in learning English.

The success of language learning is also determined by the experiences of

learning which have worth value. Therefore, the researcher would like to explore

learners’ experiences and meaning of the experiences in learning English using

video clips especially as supplementary materials for learning English at home.

  The current study of learners’ experiences and meaning of learning

English using video clips is to investigate learners’ feelings, thoughts and

meanings of their experiences. The study attempts to answer two research

questions, those are (1) What are the experiences of learners in learning English

using video clips? (2) What do the experiences of learning English using video

clips mean to them? These questions were answered through a series of interviews

and learners’ diaries. The researcher invited a reflection from all learners to what

they have experienced and the meaning of the experiences to them. This study

was conducted in SMK N 2 Wonosari (Vocational High School in Wonosari).

There were eight male learners as participants. The research adopted the

phenomenological study. The nature of data was narratives. Then, it was

triangulated by using member checking.

  The result of the analysis reveals that learners experience some feelings,

thoughts, and activities in learning. Before learning activities, learners bring the

background of knowledge and learning style in their learning English using video

clips. During learning activities, the learners experience some feelings such as

lazy, happy, comfortable and motivated to learn. The learners also think about the

vocabularies and the pronunciation which increase during the process of learning.

In this phase, there are some strategies in understanding the video clips such as

using cognitive strategies, social strategies, metacognitive strategies and other

strategies in learning English using video clips. The last, after learning activities,

what the learners have experienced before have meanings to them. The collective

meanings are gathered from four or more learners. The results are that video clips

offer a new strategy of learning English which is interesting and that video clips

provide audiovisual materials in which the learners learn English both in written

form and in spoken form. xii

  

ABSTRAK

Yuana Liverita Goodianti. 2007. Learners’ Experiences in Learning English

Using Video Clips. Yogyakarta: Kajian Bahasa Inggris, Program Pasca Sarjana

Universitas Sanata Dharma.

  Di dalam pengajaran bahasa Inggris khususnya di Indonesia, penggunaan

media beserta teknologi menjadi semakin penting. Teknologi dan media

menciptakan suatu pengalaman sendiri untuk kegiatan belajar dan mengajar.

Sebuah contoh dari penggunaan video klips, video clips menampilkan percakapan

pendek antara penutur bahasa asli bahasa Inggris di berbagai situasi. Belajar

bahasa Inggris menggunakan video clips menjadikan sebuah pengalaman bagi

pembelajar di dalam bahasa Inggris. Keberhasilan dari belajar bahasa Inggris juga

ditentukan dari pengalaman belajar yang bermakna dan berharga. Oleh sebab itu,

peneliti ingin mencari tahu pengalaman pembelajar dan makna dari pengalaman

mereka dalam belajar bahasa Inggris dengan video clips khususnya sebagai materi

tambahan untuk belajar bahasa Inggris dirumah.

  Studi mengenai pengalaman dan makna pengalaman belajar bahasa Inggris

menggunakan video clips adalah untuk mencari tahu perasaan, pemikiran dan

makna dari pengalaman pembelajar. Studi bermaksud menjawab dua

permasalahan yaitu (1) Apakah pengalaman-pengalaman pembelajar dalam

belajar dengan video clips? (2) Apakah makna dari pengalaman-pengalaman itu

bagi mereka? Permasalahan ini akan terjawab melalui beberapa wawancara dan

diari. Kemudian peneliti mengundang pembelajar untuk melakukan refleksi

terhadap apa yang pernah alami dan arti dari pengalaman mereka. Studi ini

dilaksanakan di SMK N 2 Wonosari. Ada delapan pembelajar yang semuanya

laki-laki. Penelitian menggunakan phenomenological study. Data berupa naratif.

Data tersebut ditentukan keabsahannya menggunakan member checking atau

meminta pembelajar untuk meneliti hasil analisa dari peneliti.

  Hasil penelitian menunjukkan bahwa pembelajar mengalami berbagai

macam perasaan, pemikiran, dan kegiatan di dalam belajar mereka. Mereka

berbekal pengetahuan mereka dan cara belajar mereka sebagai awal dari belajar

dengan video clips. Selama belajar, mereka mengalami perasaan seperti malas,

senang, nyaman, dan termotivasi untuk belajar. Pembelajar berpikir bahwa

pengetahuan tentang kosakata dan pronunciation atau pelafalan meningkat selama

belajar. Adapun beberapa macam strategi dalam memahami video clips yaitu

menggunakan cognitive strategies, social strategies, metacognitive strategies dan

strategi lain dalam belajar ini. Setelah belajar, apa yang telah pembelajar alami

memunculkan makna sendiri bagi mereka. Makna pengalaman di dalam penelitian

ini akan ditunjukkan sebagai makna kumpulan dari empat atau lebih pembelajar.

Hasilnya yaitu bahwa video clips memberikan sebuah pengalaman baru untuk

belajar bahasa Inggris yang menarik dan video clips juga menyediakan materi

yang bisa dilihat dan didengar sehingga pembelajar dapat mempelajari bahasa

Inggris dalam bentuk lisan maupun tulisan. xiii

CHAPTER 1 INTRODUCTION This chapter contains background, problem identification, problem

  

limitation, research questions, research goals, research objectives, and research

benefits.

A. Background

  Developing such a material which fosters interesting and useful learning

experience is becoming more and more important. Considering the worth values

of audiovisual media such a video, some researchers explore the advantages of the

videos in the process of teaching learning activities in classroom. For examples,

Tatsuki (1996) has some ideas on using videos in learning language. He says that

a video as a medium of learning language can be used to various kinds of

activities. Moreover, videos give some advantages. They are to train listening

comprehension, to activate learners ‘schema, and to show a real experience of

communication by native speakers of English.

  There is also an advantage of using videos (Ryan, 1998). He says that

learners ‘motivation increases when learners learn language using videos. He

develops some tasks using raw materials for example, a movie. The other

researchers who also study videos in language learning classroom are Canning-

Wilson (2000). They discuss some practical aspects of videos as materials in

language learning classroom. These researchers discuss and study videos used in

the language learning classroom and all of the studies are experiments in nature.

  

Therefore, what appear to be missing is the investigation of learners’ experiences

and meanings of learning English using videos.

  What motivates the researcher to conduct this study is because of some

reasons. Learners’ experiences in learning English as a foreign language by using

an audiovisual material are still rare. Therefore, the researcher offers video clips

to meet the demand of the use of an audiovisual material helping learners in

learning language. These video clips show learners electronically transmitted

experiences of English communication. By using video clips, learners are able to

familiarize what and how English is used in such a situation. Richards &

Renandya (2002:209) state that by using audiovisual materials such as appropriate

films, videotapes, and soap operas, the lack of opportunity in foreign language

settings to interact with native speakers can be minimized because of the exposure

to many kinds of scenes, situations, and accents as well as voices. In addition, the

audiovisual materials also serve some experiences in learning English. Learners

obtain meanings from the experiences.

  An experience serves an important contribution in successful language

learning. Kohonen et al., (2001:22) says that experience plays a significant role in

learning. Learning includes various experiences which become realities viewed by

each individual. Reality is “a subjective interpretation of the events, based on the

individual’s past experiences and history of life” (Kohonen, 2001:25). Each

individual views reality based on his personal constructs which are sometimes

unique. Citing Kelly’s definition of construct (1995), Kohonen (2001:25) explains

that the construct refers to the categories of thought by means of which the

  

individual interprets his personal world of experience. By interpreting experience,

personal constructs will make and form another new constructs which later used

to revise the existing constructs again and again. The personal construct will

determine what and how one feels, thinks about, and acts toward something. He

emphasized that “constructs are abstracted from experience and can be revised in

the light of ongoing events in life” (Kohonen, 2001:25). It means that the

construct is able to change through various experiences in learning. For example,

a construct like ‘learning English is difficult’ will boost someone to learn English

thoroughly and regularly. On the contrary, the construct will also forbid him/her

to learn English or even make him/her lazy to learn English.

  Nicholls (2002:22) states “learning can be thought of as a change in

students’ behaviour, which takes place as a result of being engaged in educational

experiences”. It means that as a result of being engaged in learning, learners may

have their feelings, thinking, and actions toward something changes. For example,

learners feel that English is difficult and then they learn in such a circumstance

and use interesting media. Finally, after some periods of learning, they feel that

English is not difficult but it is interesting and enjoyable to be learnt. This is a

result of learning process, but it may be vice versa.

  The experiences, background, attitudes and abilities generate meaning and

concept of something. Citing Wittrock’ s approach of learning (1986), Nicholls

(2002:24) says:

A teacher should establish the meanings and concepts that learners

have already generated from their background, attitudes, abilities,

and experiences and find ways to enable learners to generate new

meanings and concepts that will be useful to them.

  

By doing so, a teacher can help learners compose what they have already known

with the new knowledge in learning activities. A teacher provides an experience

of learning which includes new knowledge for learners to acquire, although not all

new knowledge can be obtained by learners. At least there is something left in the

mind of learners. This is like Elliot (1996:29) says that “human beings gain a

considerable amount of knowledge from personal experience”. Thus, a teacher

may serve learners to have their own personal experiences by providing materials.

  Learners experience some events during learning activities. The result of

some experiences will gradually constitute constructs which determine learners’

feeling, thinking, and action. Nordby (1974:105) states an importance of a

construct for learners that is, “it determines what and how a person will perceive,

remember, learn, think, and act with respect to class of elements that are

encompassed by the construct”. In other words, after having such an experience,

they will remember, learn, think, and perceive what they obtain during learning

activities. As defined by Kolb (1984:26), learning is “a process whereby concepts

are derived from and continuously modified by experience”. It means that there is

a process whereby learners feel, think about, and perceive something and the

result will be changing based on the experience. Nevertheless, the result of what

they gained will be stored in the mind. The results which consist of what their

feeling, thought, and perception constitute new constructs. The emergent of new

construct is gained by the modified existing constructs.

  In this study, the researcher will have some new constructs which are

derived from learners’ experiences and meanings. Experiences are learning

  

English using video clips. Meanings of experiences are collected by listening to

the narratives by learners about perceptions on their experiences.

B. Problem Identification

  Learners’ feelings, thoughts, and actions are responses to learning English

using video clips. Their feelings, thoughts, and actions become experiences of

learning English using video clips. Thus, the feelings, thoughts, and actions which

they experience before, constitute meanings to learners as the part of history of

learning experiences in their life. As the discussions are about learners’

experiences on learning English using video clips, there are various issues which

can emerge as a consequence of investigating this topic.

  Learners’ experiences in this case can include various kinds of things and

events which happened in certain time and place. A thing refers to an object which

is heard, read, talked about, thought about, touched, used, and some other actions

which are addressed to this object. This is based on the second characteristic of

experience itself that is “fundamentally social by nature” (Reichmann, 1985:9).

There is always a thing or an object in one’s experience. Besides, learners also

need one or more people to get involve as the second or third person in their

experiences. Moreover, learners also experience feeling, thinking about, behaving,

and perceiving something in their event of experience. Learners perceive and

interpret something and event based on their constructs and the constructs formed

and reformed by experiencing again. Therefore, learning experience will actually

a process of making such constructs of something.

  In the learning process, learners use some strategies in order to reach the

goals of learning. Based on Oxford’s classification of strategies, there are

cognitive strategies, metacognitive strategies, social and affective strategies,

compensation strategies, and memory strategies. These strategies are used by

learners in solving the problems in understanding materials. Besides, they gain the

goals of learning that is to be able to listen and speak English and to communicate

with other people using English.

  In the learning process, learners learn alone and together. The possible

tendency of how learners learn individually or in group can be investigated.

  

Learners tend to learn individually if they feel that they can do the tasks without

the help of others. They are independent in everything. But sometimes, there is a

moment where they share the tasks with the others. On the contrary, there are also

learners who are dependent in learning. They need help of others to solve given

problems and to accomplish given tasks together. In the case of learning English

using video clips, learning individually or in group can be applied both in the

classroom and at home.

  In relation to the sources of video clips, the sources include electronically

transmitted experiences such as film, song, and news. All of these materials show

learners how the language expressions used in certain situation. Besides the

sources, there are other issues which can be investigated, for example what kinds

of film is played, how long the duration of the clip are made, what kinds of

registers are used in the clip, and so forth. Another case is that video clips also

  

have subtitles or even without subtitles. If there are subtitles, they are in bilingual

or monolingual. They can be closed caption and free caption.

  Among the complexity of those interesting issues, it is necessary to take

into account that the study will investigate learners’ experiences on learning

English using video clips and meanings of their experiences. The results of the

study are personal experiences and collective meanings of experiences in learning

English using video clips.

C. Problem Limitation

  Concerning the complexity of issues to think about, it is necessary to limit

the scope of the study. Moreover, it is necessary to make it possible to go into an

in-depth investigation on the issues. Nevertheless, the limitation of the study is

also expected to give a chance for some further ongoing studies on this issue.

  The study focuses upon learners’ experiences and their meanings of

experiences in learning English using video clips. Their experiences are obtained

from learners’ narratives through a series of interviews and diaries. The

participants in this study are learners from Information Technology Department.

  

Therefore, their experiences in operating and working with some computer

program are not denied anymore. This is good support in learning English using

video clips because the study needs learners who are able to work with a

computer.

  The study attempts to investigate learners’ experiences including what

feelings, thoughts, and actions in learning English using video clips. Then the

  

study attempts to investigate the meanings of learning experiences to learners. The

time for learning is free for them because this is take-home materials as

supplementary materials for learning English. During learning, learners are free to

apply various strategies to obtain their own goals of learning. After learning for a

while, they can construct some ideas about the use of video clips in learning

English. They can give meanings on their experiences of learning English using

video clips.

  The sources of video clips are films which have English closed caption of

subtitles. Films are cut into short segments at approximately from one to five

minutes. These video clips can be played by using a video record player or with

Windows Media Player on a computer.

D. Research Questions

  The study aims to address the following research questions:

  1. What experiences do learners have in learning English using video clips?

  2. What do the experiences of learning English using video clips mean to them? E.

   Research Goals The study attempts to attain the following goals; the first is a description

of personal’s learning experiences. This is obtained by inviting learners to think

and give stories about their experiences on feelings, thoughts, and actions during

learning English using video clips. The second is a presentation of collective

  

meanings on learners’ experiences. Meanings are attained by investigating

learners’ perceptions and views on learning English using video clips.

  F. Research Objectives There will be some specific objectives to answer the general research

questions. The first objective is to describe personal experiences during learning

  

English using video clips. This objective is obtained by describing personal

feelings, thoughts, and actions during learning English.

  The second objective is to describe meanings of learners’ experiences.

This is done by inviting learners to be aware of and reflect on what, how, and why

they feel and do something. By doing so, it will constitute meanings of the

experiences. The results of interpreting and perceiving those things such as the

awareness of feelings and actions constitute meanings of the experiences to

learners. Therefore, the results will answer to the second research question.

Meanings of experiences refer to collective meanings as shared experiences

among several learners.

  G. Research Benefits The followings are some benefits of this study. These benefits substantiate

how the study will account for the development of English language education

particularly, in the teaching and learning English in Indonesian context. The

benefits of this study are as the followings.

  From the scientific benefits, the study presents a model of technology and

an authentic material for learner in learning language that is, using a computer to

play video clips. Video clips are used to train the listening comprehension, to

activate the schema, to train the pronunciation of words, phrases, and sentences,

and to help learners to practice their speaking skill. For the English teachers, it

presents a model of teaching materials. Therefore, the English teachers can show

students video clips used as realistic model of such a communication or dialogue

in English. The video clip can be used for both classroom activities and home

activities. The last, this study gives a model of materials for designers of English

curriculum, handbooks or materials to use video clips written in their books.

  From the humanistic benefits, this study promotes learners’ independence

and autonomy to determine their improvement of their knowledge and skill

especially the knowledge and skill which can be improved by using video clips.

Learners become more autonomous and self-fulfilling if they succeed in

improving their knowledge and skill by learning English using video clips.

  

Learners also become open-minded to such learning strategies using authentic

materials and technology especially a computer. The more they gain the more they

succeed in learning English.

CHAPTER II LITERATURE REVIEW In this chapter, there will be theoretical review and theoretical framework in order to contextualize some related theories of the research topics. A. Theoretical Review In this section, the current literature on related topics includes the reviews

  

of (1) learning language, (2) the process of learning, (3) video clips used in

learning, (4) learners’ experiences, and (5) related research.

1. Learning language

  Learning is a process whereby learners acquire knowledge and its result

becomes part of the existing knowledge in the mind of learners. As defined by

Brown (2000:7), learning is defined as the followings: Acquisition or ‘getting’; retention of information or skill; retention implies storage systems, memory, and cognitive organization; active, conscious focus on and acting upon events outside or inside the organism; relatively some form of practice, perhaps reinforced practice; a change in behavior.

This definition describes learning as a process whereby learners gain, understand,

retain, memorize, and store knowledge in the mind. Practicing the knowledge