The Difficulties of A New Teacher Teaching English To Children Aged 6-8 Through Film At The British Institute Pasir Kaliki.
ABSTRACT
Tugas akhir ini berisi tentang kesulitan seorang guru yang belum
mempunyai pengalaman dalam mengajar melalui menonton film. Menonton
adalah kegiatan yang paling disukai oleh banyak orang terutama anak-anak.
Mengajar anak-anak dengan cara menonton film bukanlah hal yang sulit,
karena anak-anak menyukainya. Hanya saja bagaimana cara menyampaikan
sesuatu yang sesuai lewat film merupakan hal yang tidak mudah.
Kesulitan ini disebabkan oleh guru tersebut tidak mengenal isi film yang
digunakan, kemudian guru tersebut tidak menjelaskan terlebih dulu tentang
film tersebut, dan juga fakta bahwa guru yang bersangkutan tidak
mempersiapkan materi pelajaran. Hal ini mengakibatkan murid-murid hanya
dapat sedikit mempelajari kata-kata baru bahasa Inggris dari film tersebut
dan juga murid-murid menjadi tidak tertarik dengan film yang sedang
diajarkan.
Kesulitan tersebut diatas menjadi tantangan bagi saya untuk mencari
solusi agar masalah tersebut tidak terulang lagi. Solusi-solusi yang dapat
diambil antara lain adalah memilih film yang sesuai dan mempersiapkan
seluruh materi pelajaran sebelum memulai pelajaran yang menggunakan film
sebagai media pembelajaran. Hal tersebut merupakan salah satu solusi yang
dapat diambil dan dapat juga menjadi solusi bagi pengajar lain guna
kelancaran proses belajar-mengajar.
I
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT…………………………………………………………………………...i
DECLARATION OF ORIGINALITY………………………………………………..ii
ACKNOWLEDGEMENTS..………………………………………………………...iii
TABLE OF CONTENTS……………………………………………………………iv
CHAPTER I. INTRODUCTION……………………………………………........1-6
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Study
Method of the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS………………………………………...7-10
CHAPTER III. POTENTIAL SOLUTIONS…………………………………...11-14
CHAPTER IV. CONCLUSION..………………………………………………15-16
BIBLIOGRAPHY
APPENDIX:
A. FLOWCHART
iv
Maranatha Christian University
FLOW CHART
Causes
1.
2.
3.
teacher
is
not
familiar with the film
teacher does not
explain about the
film first
teacher does not
prepare
teaching
material
positive effects
1. students can learn
better
2. the teacher can reach
the study objective
Positive effects:
1. teacher knows how to teach
a lesson by using the film
2. teacher can control the
class in good arrangement
3. students can focus while
watching the film
Positive effects:
1. teacher can know whether they
understand the movie or not
2. teacher can check particular
students’ skills, e.g. listening,
speaking, etc
3. the exercise can help students
do self-study
PROBLEM
The difficulties of a new teacher
teaching English to children
aged 6-8 through film
POTENTIAL SOLUTION 1
Choose the suitable film
appropriate with the objective
of the study
POTENTIAL SOLUTION 2
Preparing the teaching material
POTENTIAL
SOLUTION 3
Give students exercise
only after they watch the film
CHOSEN SOLUTION
Choose a suitable film &
Prepare all the material
before watching the film
Maranatha Christian University
EFFECTS
1. students only learn few of
English vocabularies
2. students
become
not
interested in watching the
assigned film
Negative effects:
1. students may not enjoy
the film
2. they might not
understand the film
Negative effects:
1. students do not
listen to the
instruction
2. the film become less
fun
Negative effects:
1. students can’t
answer the
questions in
English
2. students don’t
want to do the
exercise
CHAPTER I
INTRODUCTION
A. Background of the Study
In her article, Standards Teaching Film, Eileen Mattingly states that
“Teaching through film can revolutionize the way children see the world.
Films allow students to understand cultures and countries far beyond what
the textbooks can convey. Film can record movements in a number of
special ways, and it can enhance the range of human vision” (par.1).
According to Vaughnlea Leonard, using films to teach English can be an
integral part of effective learning. English is much more than just spelling,
grammar, and punctuation. Watching films helps develop critical
comprehension and analytical skills (par. 1). Therefore, some English
courses provider especially TBI (The British Institute) provide facilities to
support the students in learning English through watching film.
Many students have problem in listening to English and speaking; it is
because of the lack of exposure to the language. This is one of the
reasons why film seems appropriate to expose English language learning.
Another is that students have learned English through a very traditional
book-centered method, and film seems to be stimulating alternative for the
Maranatha Christian University
1
students to learn about listening and speaking (Lee 24). The goal in
listening comprehension is to be able to understand people’s speech in
English at a normal speed, which brings about lots of difficulties to nonnative speakers. Students should also make themselves used to hearing
varieties of accents in English, rather than just the teacher’s. This is one of
the reasons film becomes a suitable material in teaching; besides, it can
help students learn vocabularies.
I did my internship program for two (2) months as a student advisor
and as a teacher assistant at TBI Paskal (The British Institute Pasir Kaliki).
There was a problem during my observation as a teacher assistant.
Teaching children aged 6-8 was not as easy as I imagined, because I
found difficulties to make some of them understand the film they watched.
They still needed some explanations about the unfamiliar words.
Moreover, they could not retell the story of the film in English.
Therefore I will discuss in my term paper and present the best solution
based on the analysis about the difficulties of teaching English to children
aged 6-8 through film.
B. Identification of the Problem
I propose to analyze the difficulties of a new teacher teaching English
to children aged 6-8 through film at The British Institute Pasir Kaliki.
Therefore, I come up with the following research questions:
1. What kind of problems occurred during the teaching process by
using film as the media to children aged 6-8?
Maranatha Christian University
2
2. What should the teacher do to make the students learn English
through the film?
C. Objectives and Benefits of the Study
The objective of writing this term paper is to analyze the causes and
effects of the difficulties of teaching young students aged 6-8 through film.
Besides, I put an effort to find the solutions for the problem, and also the
negative and the positive effects related to the solutions to find the best
solution of the problem.
The benefits of writing this term paper is to enable me to understand an
appropriate way to teach English by using film. I can also learn to propose
the best solution to solve this problem for TBI as an English course. It is
expected that the readers can learn about more interactive ways in
teaching English by reading this term paper.
D. Description of the Institution
TBI was registered as an Educational Foundation (Yayasan
Pendidikan dan Latihan The British Institute, henceforth YPLTBI) on
February 18, 1984. The school moved several times and now the main
office in Bandung is on TBI Jalan Jawa. YPLTBI now has 12 schools,
there are 4 schools in Jakarta (Sudirman, Cengkareng, Fatmawati, and
Bekasi), 3 schools in Bandung (Jawa, Dipati Ukur, and Paskal is the third
branch opened in Bandung on January 27, 2007), 2 schools in Malang
(MCE and Soekarno-Hatta), and others in Medan, Bogor, and Surabaya. It
Maranatha Christian University
3
quickly established a reputation for providing high quality English language
classes for the general public by well-qualified and experienced native
speaker teachers, and supplemented by excellent materials and facilities.
By having its 24-year experience in running English language schools, TBI
has the experience and knowledge of running schools with quality as the
place of English language training.
I was doing my internship at TBI Paskal (Pasir Kaliki), one of the
TBI’s branches in Bandung. TBI Paskal offered products that centered in
young learner class, teenagers class, Global English, Housewife class,
Conversation for junior High School, and English for Business class.
Another unique class program only at TBI Paskal is a playgroup class.
This class opens for playgroup or pre-school students which gives
opportunity for kids to learn English through games, drawing, coloring, art
and craft, and singing.
TBI Paskal has nine (9) classrooms. The numbers of the students in
the classroom depend on the size and the capacity of the classroom.
There are three (3) kinds of classroom size: big classroom, medium, and
small one. The big classroom can hold about 18-20 students, for the
medium can hold about 13-15 students, and the small one can
accommodate about 8 students at the most.
TBI also has two (2) kinds of teachers; namely local teachers and
Native Speaker teachers. There are about seven (7) local teachers, and
three (3) Native Speakers, the language that they used is British-English.
Customers can choose whether they want to be taught by only the local
Maranatha Christian University
4
teachers, by the local teacher and the native speaker of English, or 100%
taught by native speaker teachers. All of the options have different prices
to pay per month.
YPLTBI Paskal has commitment to provide many programs for the
students individually through a customer-friendly service. In other words,
giving customer satisfaction is a must in business aspect at TBI Paskal.
E. Method of the Study
This term paper would analyze the difficulties of a new teacher
teaching English to children aged 6-8 through film. This final term paper is
based on observation made when I was doing my internship at TBI Paskal.
Other information is gained from my internship journal, library research,
the Internet, and also other sources in accomplishing this term paper.
F. Limitation of the Study
I limit my analysis on the difficulties of a new teacher teaching English
to children aged 6-8 through film at TBI (The British Institute) Pasir Kaliki
Ruko Hypersquare. My observation is focused on the Canberra class,
consisting of 20 students of 6-8 years of ages who meet once a week
every Saturdays for 3 hours.
G. Organization of the Term Paper
This term paper consists of some parts. The first part is Abstract, the
summary of the whole paper. Declaration of Originality contains my
Maranatha Christian University
5
statement of the authenticity of the term paper, followed by
Acknowledgments. The Introduction Part consists of the Background of the
Study, Description of the Institution, Method of the Study, Limitation of the
Study, and Organization of the Term Paper. Chapter Two contains the
analysis of the problem and many factors that are relevant with the causes
and effects of the problem and some theories that will be used to support
the analysis. In Chapter Three, I analyze some possible solutions including
their positive and negative effects. In Chapter Four, I choose the best
solution of the problem and the reasons for choosing it. This term paper
will be ended by Bibliography and Appendix.
Maranatha Christian University
6
CHAPTER IV
CONCLUSION
After analyzing the cause-effect of the possible solutions in the
previous chapter, I found that new teachers that do not have any
preparation to teach by using film can make the children get bored and not
interested in watching the film.
In this chapter I have chosen for the problem that I had when I was
teaching at The British Institute Pasir Kaliki. I come up with two best
solutions, there are; choose a suitable film and prepare all the material
before watching the film. The teacher should choose the suitable film that
is appropriate for the children aged 6-8. I choose these solutions because
the suitable film can make the lesson more useful and preparation for the
teacher can make the teacher teach the lesson better and make the
students interest with the way of the teacher expressing about the content
of the film.
Based on the analysis in chapter two, I find out that film feature gives
certain effects, for instance the children can learn better by using film as
the teaching media. The effects may help the students in English learning
especially on the listening class. There also problems happened in the
classroom during the teaching process in the classroom. They became
noisy, talking each other with the other friend, and did not want to sit on
their own chair.
Maranatha Christian University
15
I hope the solution that I have chosen will be the best solution to
overcome the difficulties of new teachers teaching English to children aged
6-8 years at The British Institute Pasir Kaliki. For the suggestions, first, the
teachers should try to find an appropriate film for the students based on
their basic needs. Second, the teacher has to know how to use the
equipment for the viewing session, like the player. She or he has to make
sure the lighting is good, the sitting arrangement is well-prepared, so the
students will not feel distracted by unprepared atmosphere. Third, the
teacher has to pay attention on the film’s length. Most film is a half hour,
an hour, and two hours in length. A film with long duration will make the
students get bored. Fourth, the teacher has to know the main concepts
developed in the film. The teacher must consult the relevant literature.
She/he has to watch the program at least once and take notes write down
the information about the events in the plot, characters, location, and
everything else that they confuse the students. I hope these suggestions
can be useful for new teachers who have no experience at all.
Maranatha Christian University
16
BIBLIOGRAPHY
Printed Sources
Brown, H, Douglas. Teaching by Principles an Interactive Approach to
language Pedagogy. The second edition. USA. Pearson Education,
2001.
Brown, Marvin, J & Adrians, Palmer. The Language Approach. New
Jersey. Longman. 1998.
Donley, M. Content-Based second Language Instruction. Boston. Prentice
Hall. 1994.
Ellington, Henry. Producing Teaching Material. London. Kogan Page Ltd.
1998.
Goette, Marguerite. Theory and Practice. Reston. National Association of
secondary principles. 1997.
Lee, Jack Lonergan. Video in Language Teaching. USA. Cambridge
University. 1984.
Lee, Palmer. The Listening Approach. New Jersey. Longman. 1993.
Leinbach, Foley. The Techniques of Language Teaching. New Jersey.
Longman Group Limited. 1996.
Maranatha Christian University
Mc Govern, John. Video Application In English Language Teaching.
London. Pegamon Institute of English. 1991.
Miller, Lindsay & David, Nunan. New Ways in Teaching Listening. USA.
TESOL Series. 1994.
Pearson, V Cook. Principles of Language Learning and Teaching. USA.
Second edition. Prentice Hall Regents. 1994
Stempelski, Susan. Teaching Communication Skill with Authentic Video.
London. International English Language Teaching. 1995.
Underwood, Harmer. Developing Listening Skills. London.Mc. Milan
Publisher. 1994.
Electronic Sources
“Teach With Movies.” Teaching With Movies.com.2008. 9 April 2009.
< http://www.teachwithmovies.org/index.html>
“Teaching Through Film.” Standards Teaching Film.pdf.10 December
2008. 9 April 2009.
< http://www.du.edu/ctir/DOCS/standardsTeachingFilm.pdfMeeting
the Standards and Teaching through Film>
“How to Teach English Through Films.” Ehow.com. 2008. 9 April 2009.
< http://www.ehow.com/how_4443505_teach_english-throughfilms.html >
Maranatha Christian University
Tugas akhir ini berisi tentang kesulitan seorang guru yang belum
mempunyai pengalaman dalam mengajar melalui menonton film. Menonton
adalah kegiatan yang paling disukai oleh banyak orang terutama anak-anak.
Mengajar anak-anak dengan cara menonton film bukanlah hal yang sulit,
karena anak-anak menyukainya. Hanya saja bagaimana cara menyampaikan
sesuatu yang sesuai lewat film merupakan hal yang tidak mudah.
Kesulitan ini disebabkan oleh guru tersebut tidak mengenal isi film yang
digunakan, kemudian guru tersebut tidak menjelaskan terlebih dulu tentang
film tersebut, dan juga fakta bahwa guru yang bersangkutan tidak
mempersiapkan materi pelajaran. Hal ini mengakibatkan murid-murid hanya
dapat sedikit mempelajari kata-kata baru bahasa Inggris dari film tersebut
dan juga murid-murid menjadi tidak tertarik dengan film yang sedang
diajarkan.
Kesulitan tersebut diatas menjadi tantangan bagi saya untuk mencari
solusi agar masalah tersebut tidak terulang lagi. Solusi-solusi yang dapat
diambil antara lain adalah memilih film yang sesuai dan mempersiapkan
seluruh materi pelajaran sebelum memulai pelajaran yang menggunakan film
sebagai media pembelajaran. Hal tersebut merupakan salah satu solusi yang
dapat diambil dan dapat juga menjadi solusi bagi pengajar lain guna
kelancaran proses belajar-mengajar.
I
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT…………………………………………………………………………...i
DECLARATION OF ORIGINALITY………………………………………………..ii
ACKNOWLEDGEMENTS..………………………………………………………...iii
TABLE OF CONTENTS……………………………………………………………iv
CHAPTER I. INTRODUCTION……………………………………………........1-6
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Study
Method of the Study
Limitation of the Study
Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS………………………………………...7-10
CHAPTER III. POTENTIAL SOLUTIONS…………………………………...11-14
CHAPTER IV. CONCLUSION..………………………………………………15-16
BIBLIOGRAPHY
APPENDIX:
A. FLOWCHART
iv
Maranatha Christian University
FLOW CHART
Causes
1.
2.
3.
teacher
is
not
familiar with the film
teacher does not
explain about the
film first
teacher does not
prepare
teaching
material
positive effects
1. students can learn
better
2. the teacher can reach
the study objective
Positive effects:
1. teacher knows how to teach
a lesson by using the film
2. teacher can control the
class in good arrangement
3. students can focus while
watching the film
Positive effects:
1. teacher can know whether they
understand the movie or not
2. teacher can check particular
students’ skills, e.g. listening,
speaking, etc
3. the exercise can help students
do self-study
PROBLEM
The difficulties of a new teacher
teaching English to children
aged 6-8 through film
POTENTIAL SOLUTION 1
Choose the suitable film
appropriate with the objective
of the study
POTENTIAL SOLUTION 2
Preparing the teaching material
POTENTIAL
SOLUTION 3
Give students exercise
only after they watch the film
CHOSEN SOLUTION
Choose a suitable film &
Prepare all the material
before watching the film
Maranatha Christian University
EFFECTS
1. students only learn few of
English vocabularies
2. students
become
not
interested in watching the
assigned film
Negative effects:
1. students may not enjoy
the film
2. they might not
understand the film
Negative effects:
1. students do not
listen to the
instruction
2. the film become less
fun
Negative effects:
1. students can’t
answer the
questions in
English
2. students don’t
want to do the
exercise
CHAPTER I
INTRODUCTION
A. Background of the Study
In her article, Standards Teaching Film, Eileen Mattingly states that
“Teaching through film can revolutionize the way children see the world.
Films allow students to understand cultures and countries far beyond what
the textbooks can convey. Film can record movements in a number of
special ways, and it can enhance the range of human vision” (par.1).
According to Vaughnlea Leonard, using films to teach English can be an
integral part of effective learning. English is much more than just spelling,
grammar, and punctuation. Watching films helps develop critical
comprehension and analytical skills (par. 1). Therefore, some English
courses provider especially TBI (The British Institute) provide facilities to
support the students in learning English through watching film.
Many students have problem in listening to English and speaking; it is
because of the lack of exposure to the language. This is one of the
reasons why film seems appropriate to expose English language learning.
Another is that students have learned English through a very traditional
book-centered method, and film seems to be stimulating alternative for the
Maranatha Christian University
1
students to learn about listening and speaking (Lee 24). The goal in
listening comprehension is to be able to understand people’s speech in
English at a normal speed, which brings about lots of difficulties to nonnative speakers. Students should also make themselves used to hearing
varieties of accents in English, rather than just the teacher’s. This is one of
the reasons film becomes a suitable material in teaching; besides, it can
help students learn vocabularies.
I did my internship program for two (2) months as a student advisor
and as a teacher assistant at TBI Paskal (The British Institute Pasir Kaliki).
There was a problem during my observation as a teacher assistant.
Teaching children aged 6-8 was not as easy as I imagined, because I
found difficulties to make some of them understand the film they watched.
They still needed some explanations about the unfamiliar words.
Moreover, they could not retell the story of the film in English.
Therefore I will discuss in my term paper and present the best solution
based on the analysis about the difficulties of teaching English to children
aged 6-8 through film.
B. Identification of the Problem
I propose to analyze the difficulties of a new teacher teaching English
to children aged 6-8 through film at The British Institute Pasir Kaliki.
Therefore, I come up with the following research questions:
1. What kind of problems occurred during the teaching process by
using film as the media to children aged 6-8?
Maranatha Christian University
2
2. What should the teacher do to make the students learn English
through the film?
C. Objectives and Benefits of the Study
The objective of writing this term paper is to analyze the causes and
effects of the difficulties of teaching young students aged 6-8 through film.
Besides, I put an effort to find the solutions for the problem, and also the
negative and the positive effects related to the solutions to find the best
solution of the problem.
The benefits of writing this term paper is to enable me to understand an
appropriate way to teach English by using film. I can also learn to propose
the best solution to solve this problem for TBI as an English course. It is
expected that the readers can learn about more interactive ways in
teaching English by reading this term paper.
D. Description of the Institution
TBI was registered as an Educational Foundation (Yayasan
Pendidikan dan Latihan The British Institute, henceforth YPLTBI) on
February 18, 1984. The school moved several times and now the main
office in Bandung is on TBI Jalan Jawa. YPLTBI now has 12 schools,
there are 4 schools in Jakarta (Sudirman, Cengkareng, Fatmawati, and
Bekasi), 3 schools in Bandung (Jawa, Dipati Ukur, and Paskal is the third
branch opened in Bandung on January 27, 2007), 2 schools in Malang
(MCE and Soekarno-Hatta), and others in Medan, Bogor, and Surabaya. It
Maranatha Christian University
3
quickly established a reputation for providing high quality English language
classes for the general public by well-qualified and experienced native
speaker teachers, and supplemented by excellent materials and facilities.
By having its 24-year experience in running English language schools, TBI
has the experience and knowledge of running schools with quality as the
place of English language training.
I was doing my internship at TBI Paskal (Pasir Kaliki), one of the
TBI’s branches in Bandung. TBI Paskal offered products that centered in
young learner class, teenagers class, Global English, Housewife class,
Conversation for junior High School, and English for Business class.
Another unique class program only at TBI Paskal is a playgroup class.
This class opens for playgroup or pre-school students which gives
opportunity for kids to learn English through games, drawing, coloring, art
and craft, and singing.
TBI Paskal has nine (9) classrooms. The numbers of the students in
the classroom depend on the size and the capacity of the classroom.
There are three (3) kinds of classroom size: big classroom, medium, and
small one. The big classroom can hold about 18-20 students, for the
medium can hold about 13-15 students, and the small one can
accommodate about 8 students at the most.
TBI also has two (2) kinds of teachers; namely local teachers and
Native Speaker teachers. There are about seven (7) local teachers, and
three (3) Native Speakers, the language that they used is British-English.
Customers can choose whether they want to be taught by only the local
Maranatha Christian University
4
teachers, by the local teacher and the native speaker of English, or 100%
taught by native speaker teachers. All of the options have different prices
to pay per month.
YPLTBI Paskal has commitment to provide many programs for the
students individually through a customer-friendly service. In other words,
giving customer satisfaction is a must in business aspect at TBI Paskal.
E. Method of the Study
This term paper would analyze the difficulties of a new teacher
teaching English to children aged 6-8 through film. This final term paper is
based on observation made when I was doing my internship at TBI Paskal.
Other information is gained from my internship journal, library research,
the Internet, and also other sources in accomplishing this term paper.
F. Limitation of the Study
I limit my analysis on the difficulties of a new teacher teaching English
to children aged 6-8 through film at TBI (The British Institute) Pasir Kaliki
Ruko Hypersquare. My observation is focused on the Canberra class,
consisting of 20 students of 6-8 years of ages who meet once a week
every Saturdays for 3 hours.
G. Organization of the Term Paper
This term paper consists of some parts. The first part is Abstract, the
summary of the whole paper. Declaration of Originality contains my
Maranatha Christian University
5
statement of the authenticity of the term paper, followed by
Acknowledgments. The Introduction Part consists of the Background of the
Study, Description of the Institution, Method of the Study, Limitation of the
Study, and Organization of the Term Paper. Chapter Two contains the
analysis of the problem and many factors that are relevant with the causes
and effects of the problem and some theories that will be used to support
the analysis. In Chapter Three, I analyze some possible solutions including
their positive and negative effects. In Chapter Four, I choose the best
solution of the problem and the reasons for choosing it. This term paper
will be ended by Bibliography and Appendix.
Maranatha Christian University
6
CHAPTER IV
CONCLUSION
After analyzing the cause-effect of the possible solutions in the
previous chapter, I found that new teachers that do not have any
preparation to teach by using film can make the children get bored and not
interested in watching the film.
In this chapter I have chosen for the problem that I had when I was
teaching at The British Institute Pasir Kaliki. I come up with two best
solutions, there are; choose a suitable film and prepare all the material
before watching the film. The teacher should choose the suitable film that
is appropriate for the children aged 6-8. I choose these solutions because
the suitable film can make the lesson more useful and preparation for the
teacher can make the teacher teach the lesson better and make the
students interest with the way of the teacher expressing about the content
of the film.
Based on the analysis in chapter two, I find out that film feature gives
certain effects, for instance the children can learn better by using film as
the teaching media. The effects may help the students in English learning
especially on the listening class. There also problems happened in the
classroom during the teaching process in the classroom. They became
noisy, talking each other with the other friend, and did not want to sit on
their own chair.
Maranatha Christian University
15
I hope the solution that I have chosen will be the best solution to
overcome the difficulties of new teachers teaching English to children aged
6-8 years at The British Institute Pasir Kaliki. For the suggestions, first, the
teachers should try to find an appropriate film for the students based on
their basic needs. Second, the teacher has to know how to use the
equipment for the viewing session, like the player. She or he has to make
sure the lighting is good, the sitting arrangement is well-prepared, so the
students will not feel distracted by unprepared atmosphere. Third, the
teacher has to pay attention on the film’s length. Most film is a half hour,
an hour, and two hours in length. A film with long duration will make the
students get bored. Fourth, the teacher has to know the main concepts
developed in the film. The teacher must consult the relevant literature.
She/he has to watch the program at least once and take notes write down
the information about the events in the plot, characters, location, and
everything else that they confuse the students. I hope these suggestions
can be useful for new teachers who have no experience at all.
Maranatha Christian University
16
BIBLIOGRAPHY
Printed Sources
Brown, H, Douglas. Teaching by Principles an Interactive Approach to
language Pedagogy. The second edition. USA. Pearson Education,
2001.
Brown, Marvin, J & Adrians, Palmer. The Language Approach. New
Jersey. Longman. 1998.
Donley, M. Content-Based second Language Instruction. Boston. Prentice
Hall. 1994.
Ellington, Henry. Producing Teaching Material. London. Kogan Page Ltd.
1998.
Goette, Marguerite. Theory and Practice. Reston. National Association of
secondary principles. 1997.
Lee, Jack Lonergan. Video in Language Teaching. USA. Cambridge
University. 1984.
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