T1__Full text Institutional Repository | Satya Wacana Christian University: Perspective of The Students Towards the Use of Digital Video in Learning Simple Past Tense T1 Full text
PERSPECTIVE OF THE STUDENTS TOWARDS THE USE OF
DIGITAL VIDEO IN LEARNING SIMPLE PAST TENSE
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan.
Dilla Agusta Varisa
112012038
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
PERSPECTIVE OF THE STUDENTS TOWARDS THE USE OF
DIGITAL VIDEO IN LEARNING SIMPLE PAST TENSE
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan.
Dilla Agusta Varisa
112012038
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright @2017. Dilla Agusta Varisa and Yustinus Calvin Gai Mali, M. Hum.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of a least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas Kristen
Satya Wacana, Salatiga.
Dilla Agusta Varisa
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TABLE OF CONTENT:
APPROVAL PAGE ................................................................................................ ii
PERNYATAAN TIDAK PLAGIAT ..................................................................... iii
PERNYATAAN PERSETUJUAN AKSES .......................................................... iv
PUBLICATION AGREEMENT DECLARATION ............................................... v
COPYRIGHT STATEMENT ................................................................................ vi
TABLE OF CONTENT: ..........................................................................................1
ABSTRACT .............................................................................................................3
INTRODUCTION....................................................................................................3
LITERATURE REVIEW.........................................................................................7
Kinds of Videos in English Language Learning ............................................7
The Importance of Digital Video Use in Teaching and Learning ..................8
Previous Studies on the Use of Video in English Language Teaching ..........9
THE STUDY ..........................................................................................................11
The context of the study ...............................................................................11
The research participants ..............................................................................12
Data collection procedure .............................................................................13
Data collection instruments ..........................................................................13
Data analysis .................................................................................................15
FINDINGS AND DISCUSSION ...........................................................................15
Obtaining Authentic Materials .....................................................................15
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Help the students to remember the material .................................................16
Lack of vocabulary knowledge .....................................................................17
Confusion in understanding the native speaker’s talk in the video ..............18
CONCLUSION ......................................................................................................18
ACKNOWLEDGEMENT .....................................................................................22
REFERENCES .......................................................................................................23
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PERSPECTIVE OF THE STUDENTS TOWARDS THE USE OF
DIGITAL VIDEO IN LEARNING SIMPLE PAST TENSE
Abstract
The digital video has been known as one of the examples of technology
development that is applicable and commonly used as a tool supporting language
learning. For decades, video has been debated of its advantages and disadvantages
as a tool in supporting English as a Foreign Language (EFL) learning. Some
previous studies confirm that the digital video as a tool in supporting EFL
learning can increase the students’ motivation, enhance the students’ ability to
memorize the materials, and provide the authentic materials to the students. This
study aimed to explore the students’ perspective towards the use of digital video
in English Language classroom especially in learning simple past tense material.
The participants of this study were 10 students in the first grade of Vocational
High School 2 Salatiga. The questionnaire was distributed to the students to get
the data about their perspectives. The results of this study showed that most of the
students had positive responses towards the use of digital video to learn simple
past tense.
Keywords: Digital Video, Students’ Perspectives, English Langua ge Teaching
(ELT)
INTRODUCTION
The massive development of technology has resulted in a more advanced
educational program. The use of technology in language teaching and learning
provides the learners with easy access to a range of resources, tools, and
environments. Moreno and Mayer (2002) explained that video is a kind of
multimedia material and consists of verbal and nonverbal presentations displaying
simultaneous images, narration and on-screen text. Digital video is an example of
technology development which is applicable to be used as a tool in language
learning. According to Mekheimer (2011), digital video has become widely
available as a teaching resource since the 1970s and 1990s. According to Lin
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(2010), the inclusion of video clips in teaching is becoming increasingly dominant
in the second language learning curriculum.
In addition to Indonesia, some countries also have implemented digital
videos as English learning tools. Japan is an example of a country which uses the
opportunities of nontraditional material such as video to utilize and to stimulate
the interest of the students in EFL learning as shown by study of Iwasaki (2005).
This study shows that the use of audio visual aids such as videos is wasting the
effective time to teach in the class. The study also shows that the video and other
audio visual aids can be effective tools to teach English only if the teachers are
able to provide thoughtful selection, preparation, and facilitation.
Video related activities are also reported to be helpful to enhance the
student’s comprehension and raise the students’ motivation. As practiced in Safir
English Language Institute, Gowhary, Pourhalashi, Jamalinesar and Azizifar
(2015) concluded that providing captions for Iranian EFL learners could be
helpful in overcoming some of their listening comprehension difficulties.
Materials from the YouTube website were used to supplement the textbook. This
phenomenon was investigated by Kelsen (2009) who posists that YouTube can be
used as authentic material input and as a motivational tool for the college students
in International Language and Cultural Center at Yuan Ze University, Taiwan.
In Indonesia, the government has encouraged local teachers to integrate
technology into their teaching practices. The decision of the government is
strengthened by the presence of the law issued. The law is written in Peraturan
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Pemerintah Republik Indonesia Nomor 17 Tahun 2010 Tentang Pengelolaan dan
Penyelenggaraan Pendidikan, Pasal 16 :
“Dalam menyelenggarakan dan mengelola sistem pendidikan nasional,
Kementerian mengembangkan dan melaksanakan sistem informasi pendidikan
nasional berbasis teknologi informasi dan komunikasi”.
However, the use of digital video as a learning tool has been debated for its
advantages and disadvantages. Canning-Wilson and Wallace (2000) claimed that
video can be a communicative media contributing to the understanding of the
target language culture. Video provided authentic language input and increased
contact in various ways with native speakers of the target language through video
viewing. Willmot, Bramhall, and Radley (2011) showed that there is strong
evidence that digital video related activity can inspire and engage students when
incorporated into student-centered learning activities through enhanced team
working and communication skills. Another supporting idea comes from
Castañeda and Rodríguez-González (2011) who claim that video-recording also
can help students in constructing their self-image, which is one of the personal
and professional identity-making process elements.
In contrast, some studies showed the disadvantages of video. Caspi, Gorsky,
and Privman (2005) reported that students might feel frustrated by using videos as
a learning tool. Most of the tasks involved in video instruction, include hearing,
watching and writing. These tasks were too demanding and thus resulted in
students’ negative feelings towards the video as the medium to support their
learning. As the videos contain authentic materials, there is no limitation of the
content inside the videos. Richard (2001) claimed beside of the advantages,
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authentic materials often contain difficult language, unneeded vocabulary items,
and complex language structures. Another things that becomes a disadvantage in
the use of digital video is the preparation and presentation of video for the
students as stated by Ismaili (2013) who reported that the long length videos such
as movies in the classroom meant loosing class time and difficulties of showing
movies during the class periods.
In my experience during my teaching practicum in one of Vocational High
School in Salatiga, I found the fact that there was only one teacher applied the
technology as a tool to support the teaching and learning process. I learnt that the
teacher uses videos as the learning tool to support his teaching. Reflecting on what
he has done, I am interested to explore the perceptions of the students towards the
use of digital videos in teaching simple past tense indicating an activity or
situation that began and ended at a particular time in the past (Azar,2003).
Different from Indonesian language, English grammar is more specific towards
time when the activity happens. This difference might become one of the
problems faced by the students in Indonesia. More specifically, this study is to
explore the perspective of the students on the use of video to learn simple past
tense and answer the following research question:
What are the perspectives of the students in tenth grade of state vocational
high school 2 Salatiga towards the use of digital videos to learn simple
past tense?
This research is expected to give certain information to English teachers
specifically in EFL contexts that the digital video is not only functioned as an
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entertaining media, but also can be used as tools to support language learning.
Also, this study hopefully provides ideas for EFL teachers to apply the digital
video as a supporting technology which is able to support the teachers in teaching
simple past tense. In addition, this study is expected to provide EFL teachers
about practical things about what they should prepare and do when they want to
apply the digital video in their classrooms to faciliate their students in learning
simple past tense.
LITERATURE REVIEW
Kinds of videos in English language learning
Zhang, Lundeberg, Koehler and Eberhardt (2011) explained that there are
some kinds of videos that can be used in supporting English language teaching.
The first is authentic video. Some examples of this kind of videos are
documentaries, feature films, or even comedy movies. The origin of the authentic
videos is not intended as an aid in teaching and learning as stated by Vanderplank
(2010) authentic video material designed for its entertainment value rather than
language teaching even though this kind of video is a rich and exciting source for
instruction in English as a second language. Therefore, in order to apply this kind
of videos, the teacher needs to be aware in choosing the videos presented.
Sherman (2003) stated that authentic video allows us to introduce any aspects of
real life into the language learning environment and to contextualize the learning
process. Students of all levels can benefit from the use of video, since there are
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always easier video sequences, spoken at a slower rate that can match lower level
students’ needs (Talaván, 2007).
Another kind of digital videos to support the student’s learning is language
learning video. Different from authentic videos, this kind of videos is created
specifically to aid the learning process. Simo, Fernandez, Algaba, Salan, Enache
and Albareda-Sambola (2010) defined a language learning video as a short
demonstration stream video which has a very specific goal and has been created in
a very short period of time with few resources and that can be combined or
embedded within other materials of a course. Nowadays, many publishers have
produced this kind of digital video to accompany the course books.
The Importance of Digital Video Use in Teaching and Learning
The digital video use bring some advancement in English learning and
teaching. The digital video effective to enhance the student – centered learning.
Willmot et al (2012) show that there is strong evidence that digital video reporting
can inspire and engage students when incorporated into student-centred learning
through development of learner autonomy enhanced team working and
communication skills
Another important aspects about the digital video use is its accessibility.
The easy accessibility of the digital video makes it as good as an instructor. The
digital video assist the students in mastery learning where a student can view
complex clinical or mechanical procedures as many times as they need to
(Galbraith, 2004).
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Previous Studies on the Use of Video in English Language Teaching
Some previous studies discuss how the digital video can give certain
benefits to the students in English learning. The study was carried out by
Skjæveland (2016) to the 39 lower secondary EFL teachers in the Stavanger area
participated and a small-scale case study in a tenth grade class. This study
measured the students’ attitudes and their reaction towards the digital video use as
supporting tool in English language learning. In this research, Skjæveland used
two types of short videos, news broadcast, and documentary. Skjæveland found
that the students mostly have positive attitude towards learning activity with short
English videos. In the students’ opinions, lessons with videos were beneficial for
their language learning and generally enjoyable classroom activities. Furthermore,
students believed that they learnt more, focused better, and remembered contents
longer by viewing video as opposed to only reading written texts in English
lessons.
Another study about the use of videos, especially YouTube videos, was
conducted by Kabooha and Elyas (2015) who found the benefits of digital video.
The findings of their study showed that YouTube video provided significant
effects on the students' vocabulary acquisition. They claimed that the students in
this research had positive attitudes towards the use of YouTube videos to facilitate
the acquisition of new vocabulary items. Further, they also found that the digital
video could also support the students in various skills beside vocabulary
An experimental study was held by Mohammed (2013) to nine intermediate
level students who were enrolled in an intact grammar class in an Intensive
English program at a Mid-western university in the United States. The results of
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this study showed that videos may hold potentials not just for vocabulary learning
and increasing oral fluency but also for grammar learning instructions.
In addition, digital videos can also increase the motivation of the students to
learn English. Ismaili (2012) explained that movies in the classroom were new
and very pleasant experience for the students. He reported that most of the EFL
students claimed that the video motivated them to see and hear real-life situations
than to follow the activities in the graded book.
The previous studies inform the present study that videos have benefits for
the students in their learning process. The digital video helped the students to
focus in learning the material and also increased their ability to remember the
material presented in the classroom. The digital video also gave the students more
information than the traditional teaching, such as using books to support the
learning process. The digital videos also provided an authentic material that gave
the opportunity for the students to learn from the real life activity. Most of the
previous studies also claimed that the digital video increased the students’
motivation in learning English subject.
Most of the previous studies took place in foreign countries, and there were
only a few studies about the use of digital videos particulary in Indonesian high
school education contexts. The researcher found out the previous studies about the
use of digital videos in learning a specific material such as simple past tense were
limited in number. Therefore, to fill these gaps, the researcher was interested to
do the study about the use on digital videos in learning simple past tense in one of
Indonesian State Vocational High Schools in Salatiga, Central Java, Indonesia.
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THE STUDY
The purpose of this study was to explore the students’ perspectives towards
the use of digital videos as a learning media to support the learners in learning
simple past tense.
In order to achieve the research objective, the researcher approached the
study qualitatively. According to Creswell (2009), there were some main
characteristics of qualitative research. First, the research should be conducted in a
natural setting. In this research, the researcher collected the data in the school
where the teaching and learning activities were held. Second, the researcher was
as a key instrument. Clearly, the researcher in this research was the one who
conducted the research and gathered the data to answer the research question.
Third, qualitative research involved multiple sources of data. In essence, the data
used in this research relied on more than one source of data. Fourth, the
qualitative research began with a single focus or concept being explored. The
same with this characteristic, this study was focused on learning the participant’s
perspective towards the use of videos in their classroom.
The context of the study
This study was held at State Vocational High School 2 Salatiga. There were
15 classes of the tenth year students. A class consisted of 35 students. The
students studied English four sessions in a week. Each session lasts for 45
minutes. There were two reasons for the researcher to select the school as a
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research site. The first reason was that State Vocational High School 2 Salatiga
was the place where the researcher did teaching practicum and became a student
teacher. This experience would help the researcher to get access to do the research
and collect the data from the students.
The second reason was during the researcher did teaching practicum in State
Vocational High School 2 Salatiga, the researcher found the fact that some of
tenth grade students were taught English by using digital videos. This was
practiced only by one English teacher in this school. Therefore, the researcher
believed that the school was the right research site that could provide rich data
about perspectives of those students in the school towards the use of digital videos
in the classroom in learning simple present tense.
The research participants
The participants of this research were the tenth grade students of State
Vocational High School 2 Salatiga in the academic year 2016/2017. The
populations of this study were 10 students from 2 different classes. Students in
both classes learned simple past tense supported by digital video. Importantly, the
researcher would like to inform the difficulties to get permission from school to
conduct the research at school as this research was held during the national
examination and final semester test. As a result, the researcher could only chose
those 10 students because of that limited accessibility.
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Data collection procedure
To gather the responses and check the perspective of the use of digital
videos in learning simple past tense, first the researcher asked for permissions
from the school.
After getting the permission from the school, the researcher contacted the
English teacher and asked for permission to do study towards students who were
learning English in the classes he taught. The researcher distributed the
questionnaire to the ten students to be responded.
Data collection instruments
In order to gather the data from the students, the writer use a questionnaire.
The writer found some difficulties to get the statements to be used in
questionnaire, so the writer make a questionnaire consisted of ten statements
stated by six different authors. Table 1 displays the questions put in the
questionnaire.
Table 1. The Questions in the Questionnaire
No
1
2
Statements
Videos give the
students more
information than
material from books.
The videos make the
students give more
attention to learn
Simple Past Tense.
Adapted
from
Williams
and Lutes
(2009)
Thornton
&Kaya
(2013)
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Response
SA
A
D
SD
3
4
5
6
7
8
9
10
Learning Simple Past
Tense through videos is
easier to remember.
The videos make the
classroom activities
related to Simple Past
Tense more interesting
and fun to be done.
The videos help the
students to understand
Simple Past Tense.
The videos makes the
students motivated to
participate in classroom
activity.
The videos motivate the
students to learn the
material such Simple
Past Tense.
Authentic materials in
the videos help the
students to recognize
the Simple Past Tense
material.
The native speakers in
the videos give the
students ideas about
Simple Past Tense.
The dialog inside the
videos increase the
students’ understanding
of Simple Past Tense.
Hsieh et al
(2010)
Vu &
Crow
(2014)
CanningWilson
and
Wallace
(2000)
Wei
(2007)
After the data were collected through the questionnaire, the clarification
was conducted to the students in towards their responses on the questionnaire so
that it could gather deeper data of the students about the perceptions of students
towards the use of digital video in learning past tense and support the data from
the questionnaire.
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Data analysis
To analyze the questionnaire data, the researcher did these steps. First, the
researcher read the result of the questionnaires and the answers of the participants
in the interview. After read the result, the researcher transcribed the responses of
the participants.Second, the researcher categorized the responses of the
participants and put the findings into the themes.Third, the classified findings
were analyzed and the researcher correlated the responses with some relevant
data.
FINDINGS AND DISCUSSION
Obtaining authentic materials
Most of the participants stated that the videos played by the teacher in the
classroom were related to holiday experiences. This made them easy to
understand simple past tense because holiday was something they found outside
the classroom. This is what student 6 conveyed in the interview
“By watching the native speakers talking about their last holiday, I could
learn the “be” form used in the past tense”
(Student 6/translated by the researcher).
Student 9 also conveyed similar ideas:
“The video shows how the native speaker is talking with present tense in
the beginning of video, then when he is telling about his holiday in
Thailand he is using simple past tense”
(Student 9/translated by the researcher).
These findings confirm that authentic material inside the videos might
confirm that an argument from Lin (2005) which states that video reflects real-life
communication, which is another reason why video is more advantageous than
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other forms of authentic material. The video also provide students with authentic
language input. According to Tschirner (2001) the authentic material is rich
enough to promote language acquisition. Berardo’ study (2006) explain how
students gain some benefits from the exposure of authentic material. This study
also shows that authentic materials are highly motivating, giving a sense of
achievement and encourage the students for further learning.
Help the students to remember the material
Most of the participants in this research claimed that the digital video
helped them to remember the material related to the past tense. Supported by
participant 1:
“Until now I remember some regular and irregular verbs which were
explained inside the video”
(Student 1/translated by the researcher)
Student 3 also mentioned similar ideas:
“Sometimes the speaker in the video practicing when the simple past tense
used, and he also shows us animation and table about verb 2 used in the
past tense”
(Student 3/translated by the researcher)
The result of the interview shows that the use of video helped the students
to remember the material they have learned. These findings were supported by the
findings of Botta, Santangelo, Raffone, Sanabria, Lupiáñez and Belardinelli
(2013) that audio visual aids that elaborate visual and verbal communication could
potentially enhance the memorization. The theory is also supported by Ikei and
Ishigaki (2008) who stated that videos and still images effectively enforces
memorization process for later recall. The study by Keene (2006) also support this
findings, the study shows that the digital video use in the classroom have the
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potential to enhance learning, it can be an aid to support memory recall and
comprehension.
Lack of vocabulary knowledge
A problem for the participant is that they have a limited vocabulary.
Sometimes when the video played they cannot follow the explanation as they have
vocabulary problem. As stated by participant 5:
“There are many new words that I haven’t heard before, so I cannot follow
the explanation he said”
(Student 5/translated by the researcher)
Added by participant 10:
“Sometimes I interrupted the class to ask the teacher and cannot do the
task because I cannot find the word to use to express what I want to say”
(Student 10/translated by the researcher)
Based on the interview, the findings shows that the participant having
problem in understanding the material with many unfamiliar word occurred in the
video. Chou (2011) stated that vocabulary knowledge is important when it comes
to helping second language learners improve their comprehension. The problem
caused by lack of vocabulary knowledge was stated in Assaf’s study (2015) which
also shows that the digital video use causing several challenges for the students.
According to Assaf, challenges might occur in the classroom during watching the
video, they are: disability of word recognition and lacking background
information about topic. In Hasan’s study (2015) also stated the problem that
might happen with lack of vocabulary. He explain that lack of vocabulary limit
the ability of the students to communicate effectively to others and to develop
their language skills.
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Confusion in understanding the native speaker’s talk in the video
Some of the participants disagree that the native speakers in the video
helped them to learn the material. They assumed that the native speaker in video
makes them fail to understand the material. Student 4 said that the native speaker
spoke too fast:
“The native speaker in the video spoke too fast and I couldn’t hear the
word he said”
(Student 4/translated by the researcher)
Similar problem was also experienced by participant 7:
“To understand what the native speaker said, I need to watch the video for
many times, as he spoke too fast.”
(Student 7/translated by the researcher)
The use of video in classroom might also causes some problems like what
experienced by the participants. This problem is similar to Hasan’s study (2000),
he found many EFL learners find that they are unable to comprehend natural
spoken English delivered at normal speed. According to Shrosbree (2008), there
are several causes that mostly occur in students during listening to the native
speakers. The most common problem is speed rate of speech, followed by another
problems such different accent and number of words spoken while speaking.
CONCLUSION
This study aimed at finding out the perspectives of students in State
Vocational High School 2 Salatiga about the use of digital video to learn simple
past tense. The findings showed that digital videos gained positive perspective
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from the students. From the study, the researcher found that most of the students
agreed that the digital videos helped them to learn simple past tense.
The result of the research showed how the video could motivate the students
in learning, the students believed that the digital video made them more active to
participate in class activities and to do the task given by the teacher. The video
also gave them opportunity to learn the authentic material. This opportunity was
very advantageous for them, they could learn how the language used in real life.
Moreover, most of the participants in this study thought that the video helped
them to remember the material. They thought the funny animations and how the
speakers in the video explained the simple past tense material made the video
easier to remember.
However, the participant also faced some problems. In essence, the most
common problem experienced by the students was their limitation of vocabulary.
According to the students, this problem made the students unable to follow the
material explained inside the video. Beside the vocabulary limitation, the students
also faced another problem that they could not understand what the native
speakers in the video were talking about. According to the students, the speed of
the native speakers when they were speaking or explaining the material was too
fast. Some students also said that they needed to watch the video many times or
they had to ask the teacher to repeat the videos in some parts to be able to
understand the native speakers’ conversation in the video.
The research proposes some pedagogical implications to maximize the use
of digital video in teaching and learning activities. First, the videos with authentic
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material actually are not purposed to be used in language learning activity. The
authentic video material designed for entertainment rather than language teaching
purpose even though this kind of video is a rich and exciting source for instruction
in English as a second language. The teacher needed to be careful when selecting
the themes of videos for the whole classroom. The theme of this authentic video
must be familiar to the students. For examples, the teacher may use video with
holiday, family or school activities. The unfamiliar themes will not be effective
for the students as they lack of background information about the theme provided.
Second, another problem that might be experienced by the students is their
ability to understand the native speakers. The video with native speakers confused
the students with the occurrence of many unfamiliar words. There is no limitation
of the words used by the speaker in the video. In order to deal with this problem,
the researcher suggest the teacher to be aware to choose the authentic videos
which will be used in the classroom by considering the words spoken by the
speakers. The teacher need to choose the videos with less unfamiliar expression.
Therefore, the students will be able to understand the material.
Beside the unfamiliar words, the speed rate of the native speakers will cause
a confusion for the students. In order to overcome this problem, the researcher
suggests the teacher plans to use the digital video that involves native speaker by
playing the video repeatedly several times. The teacher can also repeat some parts
of the videos that the students found it difficult to understand.
Finally, the researcher suggests future research to explore the similar
research to be conducted in more various settings. The researcher suggests future
20
researchers to do research on the perceptions of the students about the use of
digital videos in different cases, such as vocabulary learning. The researcher also
suggests future researcher to observe the English teacher’s perspective towards
the use of digital videos in English language learning specifically in EFL junior
and high school contexts.
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ACKNOWLEDGEMENT
First, I would like to thank the Almighty God for all the blessings He gives
to me. For my thesis supervisor, Mr. Yustinus Calvin Gai Mali, M.Hum and my
thesis second reader, Mr. Dian Toar Y. G. Sumakul, M.A. thank you for your
guidance, comments, and everything that you gave to me during completing this
thesis. Thanks to my mother, family, and all of my friends for the prayers, support
and encouragement during my study in this university. I also want to thank to
SMKN2 students who were willing to be my participants in this research, and my
gratitude to Mr. Christ, for all of the lessons and the advice in my thesis.
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27
DIGITAL VIDEO IN LEARNING SIMPLE PAST TENSE
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan.
Dilla Agusta Varisa
112012038
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
PERSPECTIVE OF THE STUDENTS TOWARDS THE USE OF
DIGITAL VIDEO IN LEARNING SIMPLE PAST TENSE
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan.
Dilla Agusta Varisa
112012038
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
i
ii
iii
iv
v
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and my belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright @2017. Dilla Agusta Varisa and Yustinus Calvin Gai Mali, M. Hum.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of a least one of the copyright owners or the English
Language Education Program, Faculty of Language and Arts, Universitas Kristen
Satya Wacana, Salatiga.
Dilla Agusta Varisa
vi
TABLE OF CONTENT:
APPROVAL PAGE ................................................................................................ ii
PERNYATAAN TIDAK PLAGIAT ..................................................................... iii
PERNYATAAN PERSETUJUAN AKSES .......................................................... iv
PUBLICATION AGREEMENT DECLARATION ............................................... v
COPYRIGHT STATEMENT ................................................................................ vi
TABLE OF CONTENT: ..........................................................................................1
ABSTRACT .............................................................................................................3
INTRODUCTION....................................................................................................3
LITERATURE REVIEW.........................................................................................7
Kinds of Videos in English Language Learning ............................................7
The Importance of Digital Video Use in Teaching and Learning ..................8
Previous Studies on the Use of Video in English Language Teaching ..........9
THE STUDY ..........................................................................................................11
The context of the study ...............................................................................11
The research participants ..............................................................................12
Data collection procedure .............................................................................13
Data collection instruments ..........................................................................13
Data analysis .................................................................................................15
FINDINGS AND DISCUSSION ...........................................................................15
Obtaining Authentic Materials .....................................................................15
1
Help the students to remember the material .................................................16
Lack of vocabulary knowledge .....................................................................17
Confusion in understanding the native speaker’s talk in the video ..............18
CONCLUSION ......................................................................................................18
ACKNOWLEDGEMENT .....................................................................................22
REFERENCES .......................................................................................................23
2
PERSPECTIVE OF THE STUDENTS TOWARDS THE USE OF
DIGITAL VIDEO IN LEARNING SIMPLE PAST TENSE
Abstract
The digital video has been known as one of the examples of technology
development that is applicable and commonly used as a tool supporting language
learning. For decades, video has been debated of its advantages and disadvantages
as a tool in supporting English as a Foreign Language (EFL) learning. Some
previous studies confirm that the digital video as a tool in supporting EFL
learning can increase the students’ motivation, enhance the students’ ability to
memorize the materials, and provide the authentic materials to the students. This
study aimed to explore the students’ perspective towards the use of digital video
in English Language classroom especially in learning simple past tense material.
The participants of this study were 10 students in the first grade of Vocational
High School 2 Salatiga. The questionnaire was distributed to the students to get
the data about their perspectives. The results of this study showed that most of the
students had positive responses towards the use of digital video to learn simple
past tense.
Keywords: Digital Video, Students’ Perspectives, English Langua ge Teaching
(ELT)
INTRODUCTION
The massive development of technology has resulted in a more advanced
educational program. The use of technology in language teaching and learning
provides the learners with easy access to a range of resources, tools, and
environments. Moreno and Mayer (2002) explained that video is a kind of
multimedia material and consists of verbal and nonverbal presentations displaying
simultaneous images, narration and on-screen text. Digital video is an example of
technology development which is applicable to be used as a tool in language
learning. According to Mekheimer (2011), digital video has become widely
available as a teaching resource since the 1970s and 1990s. According to Lin
3
(2010), the inclusion of video clips in teaching is becoming increasingly dominant
in the second language learning curriculum.
In addition to Indonesia, some countries also have implemented digital
videos as English learning tools. Japan is an example of a country which uses the
opportunities of nontraditional material such as video to utilize and to stimulate
the interest of the students in EFL learning as shown by study of Iwasaki (2005).
This study shows that the use of audio visual aids such as videos is wasting the
effective time to teach in the class. The study also shows that the video and other
audio visual aids can be effective tools to teach English only if the teachers are
able to provide thoughtful selection, preparation, and facilitation.
Video related activities are also reported to be helpful to enhance the
student’s comprehension and raise the students’ motivation. As practiced in Safir
English Language Institute, Gowhary, Pourhalashi, Jamalinesar and Azizifar
(2015) concluded that providing captions for Iranian EFL learners could be
helpful in overcoming some of their listening comprehension difficulties.
Materials from the YouTube website were used to supplement the textbook. This
phenomenon was investigated by Kelsen (2009) who posists that YouTube can be
used as authentic material input and as a motivational tool for the college students
in International Language and Cultural Center at Yuan Ze University, Taiwan.
In Indonesia, the government has encouraged local teachers to integrate
technology into their teaching practices. The decision of the government is
strengthened by the presence of the law issued. The law is written in Peraturan
4
Pemerintah Republik Indonesia Nomor 17 Tahun 2010 Tentang Pengelolaan dan
Penyelenggaraan Pendidikan, Pasal 16 :
“Dalam menyelenggarakan dan mengelola sistem pendidikan nasional,
Kementerian mengembangkan dan melaksanakan sistem informasi pendidikan
nasional berbasis teknologi informasi dan komunikasi”.
However, the use of digital video as a learning tool has been debated for its
advantages and disadvantages. Canning-Wilson and Wallace (2000) claimed that
video can be a communicative media contributing to the understanding of the
target language culture. Video provided authentic language input and increased
contact in various ways with native speakers of the target language through video
viewing. Willmot, Bramhall, and Radley (2011) showed that there is strong
evidence that digital video related activity can inspire and engage students when
incorporated into student-centered learning activities through enhanced team
working and communication skills. Another supporting idea comes from
Castañeda and Rodríguez-González (2011) who claim that video-recording also
can help students in constructing their self-image, which is one of the personal
and professional identity-making process elements.
In contrast, some studies showed the disadvantages of video. Caspi, Gorsky,
and Privman (2005) reported that students might feel frustrated by using videos as
a learning tool. Most of the tasks involved in video instruction, include hearing,
watching and writing. These tasks were too demanding and thus resulted in
students’ negative feelings towards the video as the medium to support their
learning. As the videos contain authentic materials, there is no limitation of the
content inside the videos. Richard (2001) claimed beside of the advantages,
5
authentic materials often contain difficult language, unneeded vocabulary items,
and complex language structures. Another things that becomes a disadvantage in
the use of digital video is the preparation and presentation of video for the
students as stated by Ismaili (2013) who reported that the long length videos such
as movies in the classroom meant loosing class time and difficulties of showing
movies during the class periods.
In my experience during my teaching practicum in one of Vocational High
School in Salatiga, I found the fact that there was only one teacher applied the
technology as a tool to support the teaching and learning process. I learnt that the
teacher uses videos as the learning tool to support his teaching. Reflecting on what
he has done, I am interested to explore the perceptions of the students towards the
use of digital videos in teaching simple past tense indicating an activity or
situation that began and ended at a particular time in the past (Azar,2003).
Different from Indonesian language, English grammar is more specific towards
time when the activity happens. This difference might become one of the
problems faced by the students in Indonesia. More specifically, this study is to
explore the perspective of the students on the use of video to learn simple past
tense and answer the following research question:
What are the perspectives of the students in tenth grade of state vocational
high school 2 Salatiga towards the use of digital videos to learn simple
past tense?
This research is expected to give certain information to English teachers
specifically in EFL contexts that the digital video is not only functioned as an
6
entertaining media, but also can be used as tools to support language learning.
Also, this study hopefully provides ideas for EFL teachers to apply the digital
video as a supporting technology which is able to support the teachers in teaching
simple past tense. In addition, this study is expected to provide EFL teachers
about practical things about what they should prepare and do when they want to
apply the digital video in their classrooms to faciliate their students in learning
simple past tense.
LITERATURE REVIEW
Kinds of videos in English language learning
Zhang, Lundeberg, Koehler and Eberhardt (2011) explained that there are
some kinds of videos that can be used in supporting English language teaching.
The first is authentic video. Some examples of this kind of videos are
documentaries, feature films, or even comedy movies. The origin of the authentic
videos is not intended as an aid in teaching and learning as stated by Vanderplank
(2010) authentic video material designed for its entertainment value rather than
language teaching even though this kind of video is a rich and exciting source for
instruction in English as a second language. Therefore, in order to apply this kind
of videos, the teacher needs to be aware in choosing the videos presented.
Sherman (2003) stated that authentic video allows us to introduce any aspects of
real life into the language learning environment and to contextualize the learning
process. Students of all levels can benefit from the use of video, since there are
7
always easier video sequences, spoken at a slower rate that can match lower level
students’ needs (Talaván, 2007).
Another kind of digital videos to support the student’s learning is language
learning video. Different from authentic videos, this kind of videos is created
specifically to aid the learning process. Simo, Fernandez, Algaba, Salan, Enache
and Albareda-Sambola (2010) defined a language learning video as a short
demonstration stream video which has a very specific goal and has been created in
a very short period of time with few resources and that can be combined or
embedded within other materials of a course. Nowadays, many publishers have
produced this kind of digital video to accompany the course books.
The Importance of Digital Video Use in Teaching and Learning
The digital video use bring some advancement in English learning and
teaching. The digital video effective to enhance the student – centered learning.
Willmot et al (2012) show that there is strong evidence that digital video reporting
can inspire and engage students when incorporated into student-centred learning
through development of learner autonomy enhanced team working and
communication skills
Another important aspects about the digital video use is its accessibility.
The easy accessibility of the digital video makes it as good as an instructor. The
digital video assist the students in mastery learning where a student can view
complex clinical or mechanical procedures as many times as they need to
(Galbraith, 2004).
8
Previous Studies on the Use of Video in English Language Teaching
Some previous studies discuss how the digital video can give certain
benefits to the students in English learning. The study was carried out by
Skjæveland (2016) to the 39 lower secondary EFL teachers in the Stavanger area
participated and a small-scale case study in a tenth grade class. This study
measured the students’ attitudes and their reaction towards the digital video use as
supporting tool in English language learning. In this research, Skjæveland used
two types of short videos, news broadcast, and documentary. Skjæveland found
that the students mostly have positive attitude towards learning activity with short
English videos. In the students’ opinions, lessons with videos were beneficial for
their language learning and generally enjoyable classroom activities. Furthermore,
students believed that they learnt more, focused better, and remembered contents
longer by viewing video as opposed to only reading written texts in English
lessons.
Another study about the use of videos, especially YouTube videos, was
conducted by Kabooha and Elyas (2015) who found the benefits of digital video.
The findings of their study showed that YouTube video provided significant
effects on the students' vocabulary acquisition. They claimed that the students in
this research had positive attitudes towards the use of YouTube videos to facilitate
the acquisition of new vocabulary items. Further, they also found that the digital
video could also support the students in various skills beside vocabulary
An experimental study was held by Mohammed (2013) to nine intermediate
level students who were enrolled in an intact grammar class in an Intensive
English program at a Mid-western university in the United States. The results of
9
this study showed that videos may hold potentials not just for vocabulary learning
and increasing oral fluency but also for grammar learning instructions.
In addition, digital videos can also increase the motivation of the students to
learn English. Ismaili (2012) explained that movies in the classroom were new
and very pleasant experience for the students. He reported that most of the EFL
students claimed that the video motivated them to see and hear real-life situations
than to follow the activities in the graded book.
The previous studies inform the present study that videos have benefits for
the students in their learning process. The digital video helped the students to
focus in learning the material and also increased their ability to remember the
material presented in the classroom. The digital video also gave the students more
information than the traditional teaching, such as using books to support the
learning process. The digital videos also provided an authentic material that gave
the opportunity for the students to learn from the real life activity. Most of the
previous studies also claimed that the digital video increased the students’
motivation in learning English subject.
Most of the previous studies took place in foreign countries, and there were
only a few studies about the use of digital videos particulary in Indonesian high
school education contexts. The researcher found out the previous studies about the
use of digital videos in learning a specific material such as simple past tense were
limited in number. Therefore, to fill these gaps, the researcher was interested to
do the study about the use on digital videos in learning simple past tense in one of
Indonesian State Vocational High Schools in Salatiga, Central Java, Indonesia.
10
THE STUDY
The purpose of this study was to explore the students’ perspectives towards
the use of digital videos as a learning media to support the learners in learning
simple past tense.
In order to achieve the research objective, the researcher approached the
study qualitatively. According to Creswell (2009), there were some main
characteristics of qualitative research. First, the research should be conducted in a
natural setting. In this research, the researcher collected the data in the school
where the teaching and learning activities were held. Second, the researcher was
as a key instrument. Clearly, the researcher in this research was the one who
conducted the research and gathered the data to answer the research question.
Third, qualitative research involved multiple sources of data. In essence, the data
used in this research relied on more than one source of data. Fourth, the
qualitative research began with a single focus or concept being explored. The
same with this characteristic, this study was focused on learning the participant’s
perspective towards the use of videos in their classroom.
The context of the study
This study was held at State Vocational High School 2 Salatiga. There were
15 classes of the tenth year students. A class consisted of 35 students. The
students studied English four sessions in a week. Each session lasts for 45
minutes. There were two reasons for the researcher to select the school as a
11
research site. The first reason was that State Vocational High School 2 Salatiga
was the place where the researcher did teaching practicum and became a student
teacher. This experience would help the researcher to get access to do the research
and collect the data from the students.
The second reason was during the researcher did teaching practicum in State
Vocational High School 2 Salatiga, the researcher found the fact that some of
tenth grade students were taught English by using digital videos. This was
practiced only by one English teacher in this school. Therefore, the researcher
believed that the school was the right research site that could provide rich data
about perspectives of those students in the school towards the use of digital videos
in the classroom in learning simple present tense.
The research participants
The participants of this research were the tenth grade students of State
Vocational High School 2 Salatiga in the academic year 2016/2017. The
populations of this study were 10 students from 2 different classes. Students in
both classes learned simple past tense supported by digital video. Importantly, the
researcher would like to inform the difficulties to get permission from school to
conduct the research at school as this research was held during the national
examination and final semester test. As a result, the researcher could only chose
those 10 students because of that limited accessibility.
12
Data collection procedure
To gather the responses and check the perspective of the use of digital
videos in learning simple past tense, first the researcher asked for permissions
from the school.
After getting the permission from the school, the researcher contacted the
English teacher and asked for permission to do study towards students who were
learning English in the classes he taught. The researcher distributed the
questionnaire to the ten students to be responded.
Data collection instruments
In order to gather the data from the students, the writer use a questionnaire.
The writer found some difficulties to get the statements to be used in
questionnaire, so the writer make a questionnaire consisted of ten statements
stated by six different authors. Table 1 displays the questions put in the
questionnaire.
Table 1. The Questions in the Questionnaire
No
1
2
Statements
Videos give the
students more
information than
material from books.
The videos make the
students give more
attention to learn
Simple Past Tense.
Adapted
from
Williams
and Lutes
(2009)
Thornton
&Kaya
(2013)
13
Response
SA
A
D
SD
3
4
5
6
7
8
9
10
Learning Simple Past
Tense through videos is
easier to remember.
The videos make the
classroom activities
related to Simple Past
Tense more interesting
and fun to be done.
The videos help the
students to understand
Simple Past Tense.
The videos makes the
students motivated to
participate in classroom
activity.
The videos motivate the
students to learn the
material such Simple
Past Tense.
Authentic materials in
the videos help the
students to recognize
the Simple Past Tense
material.
The native speakers in
the videos give the
students ideas about
Simple Past Tense.
The dialog inside the
videos increase the
students’ understanding
of Simple Past Tense.
Hsieh et al
(2010)
Vu &
Crow
(2014)
CanningWilson
and
Wallace
(2000)
Wei
(2007)
After the data were collected through the questionnaire, the clarification
was conducted to the students in towards their responses on the questionnaire so
that it could gather deeper data of the students about the perceptions of students
towards the use of digital video in learning past tense and support the data from
the questionnaire.
14
Data analysis
To analyze the questionnaire data, the researcher did these steps. First, the
researcher read the result of the questionnaires and the answers of the participants
in the interview. After read the result, the researcher transcribed the responses of
the participants.Second, the researcher categorized the responses of the
participants and put the findings into the themes.Third, the classified findings
were analyzed and the researcher correlated the responses with some relevant
data.
FINDINGS AND DISCUSSION
Obtaining authentic materials
Most of the participants stated that the videos played by the teacher in the
classroom were related to holiday experiences. This made them easy to
understand simple past tense because holiday was something they found outside
the classroom. This is what student 6 conveyed in the interview
“By watching the native speakers talking about their last holiday, I could
learn the “be” form used in the past tense”
(Student 6/translated by the researcher).
Student 9 also conveyed similar ideas:
“The video shows how the native speaker is talking with present tense in
the beginning of video, then when he is telling about his holiday in
Thailand he is using simple past tense”
(Student 9/translated by the researcher).
These findings confirm that authentic material inside the videos might
confirm that an argument from Lin (2005) which states that video reflects real-life
communication, which is another reason why video is more advantageous than
15
other forms of authentic material. The video also provide students with authentic
language input. According to Tschirner (2001) the authentic material is rich
enough to promote language acquisition. Berardo’ study (2006) explain how
students gain some benefits from the exposure of authentic material. This study
also shows that authentic materials are highly motivating, giving a sense of
achievement and encourage the students for further learning.
Help the students to remember the material
Most of the participants in this research claimed that the digital video
helped them to remember the material related to the past tense. Supported by
participant 1:
“Until now I remember some regular and irregular verbs which were
explained inside the video”
(Student 1/translated by the researcher)
Student 3 also mentioned similar ideas:
“Sometimes the speaker in the video practicing when the simple past tense
used, and he also shows us animation and table about verb 2 used in the
past tense”
(Student 3/translated by the researcher)
The result of the interview shows that the use of video helped the students
to remember the material they have learned. These findings were supported by the
findings of Botta, Santangelo, Raffone, Sanabria, Lupiáñez and Belardinelli
(2013) that audio visual aids that elaborate visual and verbal communication could
potentially enhance the memorization. The theory is also supported by Ikei and
Ishigaki (2008) who stated that videos and still images effectively enforces
memorization process for later recall. The study by Keene (2006) also support this
findings, the study shows that the digital video use in the classroom have the
16
potential to enhance learning, it can be an aid to support memory recall and
comprehension.
Lack of vocabulary knowledge
A problem for the participant is that they have a limited vocabulary.
Sometimes when the video played they cannot follow the explanation as they have
vocabulary problem. As stated by participant 5:
“There are many new words that I haven’t heard before, so I cannot follow
the explanation he said”
(Student 5/translated by the researcher)
Added by participant 10:
“Sometimes I interrupted the class to ask the teacher and cannot do the
task because I cannot find the word to use to express what I want to say”
(Student 10/translated by the researcher)
Based on the interview, the findings shows that the participant having
problem in understanding the material with many unfamiliar word occurred in the
video. Chou (2011) stated that vocabulary knowledge is important when it comes
to helping second language learners improve their comprehension. The problem
caused by lack of vocabulary knowledge was stated in Assaf’s study (2015) which
also shows that the digital video use causing several challenges for the students.
According to Assaf, challenges might occur in the classroom during watching the
video, they are: disability of word recognition and lacking background
information about topic. In Hasan’s study (2015) also stated the problem that
might happen with lack of vocabulary. He explain that lack of vocabulary limit
the ability of the students to communicate effectively to others and to develop
their language skills.
17
Confusion in understanding the native speaker’s talk in the video
Some of the participants disagree that the native speakers in the video
helped them to learn the material. They assumed that the native speaker in video
makes them fail to understand the material. Student 4 said that the native speaker
spoke too fast:
“The native speaker in the video spoke too fast and I couldn’t hear the
word he said”
(Student 4/translated by the researcher)
Similar problem was also experienced by participant 7:
“To understand what the native speaker said, I need to watch the video for
many times, as he spoke too fast.”
(Student 7/translated by the researcher)
The use of video in classroom might also causes some problems like what
experienced by the participants. This problem is similar to Hasan’s study (2000),
he found many EFL learners find that they are unable to comprehend natural
spoken English delivered at normal speed. According to Shrosbree (2008), there
are several causes that mostly occur in students during listening to the native
speakers. The most common problem is speed rate of speech, followed by another
problems such different accent and number of words spoken while speaking.
CONCLUSION
This study aimed at finding out the perspectives of students in State
Vocational High School 2 Salatiga about the use of digital video to learn simple
past tense. The findings showed that digital videos gained positive perspective
18
from the students. From the study, the researcher found that most of the students
agreed that the digital videos helped them to learn simple past tense.
The result of the research showed how the video could motivate the students
in learning, the students believed that the digital video made them more active to
participate in class activities and to do the task given by the teacher. The video
also gave them opportunity to learn the authentic material. This opportunity was
very advantageous for them, they could learn how the language used in real life.
Moreover, most of the participants in this study thought that the video helped
them to remember the material. They thought the funny animations and how the
speakers in the video explained the simple past tense material made the video
easier to remember.
However, the participant also faced some problems. In essence, the most
common problem experienced by the students was their limitation of vocabulary.
According to the students, this problem made the students unable to follow the
material explained inside the video. Beside the vocabulary limitation, the students
also faced another problem that they could not understand what the native
speakers in the video were talking about. According to the students, the speed of
the native speakers when they were speaking or explaining the material was too
fast. Some students also said that they needed to watch the video many times or
they had to ask the teacher to repeat the videos in some parts to be able to
understand the native speakers’ conversation in the video.
The research proposes some pedagogical implications to maximize the use
of digital video in teaching and learning activities. First, the videos with authentic
19
material actually are not purposed to be used in language learning activity. The
authentic video material designed for entertainment rather than language teaching
purpose even though this kind of video is a rich and exciting source for instruction
in English as a second language. The teacher needed to be careful when selecting
the themes of videos for the whole classroom. The theme of this authentic video
must be familiar to the students. For examples, the teacher may use video with
holiday, family or school activities. The unfamiliar themes will not be effective
for the students as they lack of background information about the theme provided.
Second, another problem that might be experienced by the students is their
ability to understand the native speakers. The video with native speakers confused
the students with the occurrence of many unfamiliar words. There is no limitation
of the words used by the speaker in the video. In order to deal with this problem,
the researcher suggest the teacher to be aware to choose the authentic videos
which will be used in the classroom by considering the words spoken by the
speakers. The teacher need to choose the videos with less unfamiliar expression.
Therefore, the students will be able to understand the material.
Beside the unfamiliar words, the speed rate of the native speakers will cause
a confusion for the students. In order to overcome this problem, the researcher
suggests the teacher plans to use the digital video that involves native speaker by
playing the video repeatedly several times. The teacher can also repeat some parts
of the videos that the students found it difficult to understand.
Finally, the researcher suggests future research to explore the similar
research to be conducted in more various settings. The researcher suggests future
20
researchers to do research on the perceptions of the students about the use of
digital videos in different cases, such as vocabulary learning. The researcher also
suggests future researcher to observe the English teacher’s perspective towards
the use of digital videos in English language learning specifically in EFL junior
and high school contexts.
21
ACKNOWLEDGEMENT
First, I would like to thank the Almighty God for all the blessings He gives
to me. For my thesis supervisor, Mr. Yustinus Calvin Gai Mali, M.Hum and my
thesis second reader, Mr. Dian Toar Y. G. Sumakul, M.A. thank you for your
guidance, comments, and everything that you gave to me during completing this
thesis. Thanks to my mother, family, and all of my friends for the prayers, support
and encouragement during my study in this university. I also want to thank to
SMKN2 students who were willing to be my participants in this research, and my
gratitude to Mr. Christ, for all of the lessons and the advice in my thesis.
22
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