Video film as a method to increase the motivation to

learn a foreign language

 The content

Introduction………………………………………………………………….
I. Theoretical basis …………………………………………………..
1. Motivation in foreign language…………………………………………..
2. Media in teaching learning process………………………………….
3. Student needs…………………………………………………...

II. Video as an effective media

1. Motivation and some ways to increasing it
2.

III. Method of the research…………………………………………….

1. Choice of video films/series……………………………………………
2. Methodology :A typical class………………………………………….
3. Observations……………………………………………………………
4. Positive and negative points……………………………………………

Conclusion…………………………………………………………………….
 Introduction

One of the main purposes of the students for taking English course is that they
want to elaborate themselves to speak English very fluently. Most of the students
agree that by having good communication in English, they will be able to socialize
with other people around the world and it will be ease them to get the challenging
opportunity for their future. This belief makes most of students from formal school
come to English courses to take more practices and to get fun or enjoyable learning
activities. Besides, the students come to English course for the reason that they do
not have good motivation to learn English at school since the teacher is still using
text book as the learning material as well as less opportunity for practice because
of the big number of the students in a class that become big obstacle for them to
have good competence in English especially for speaking.
To study English as a foreign language, the students must have the internal
ability which are from the students themselves like motor skill, intelligence,
creativity, strategy, sense and personality and the external ability is that the ability
gotten from teaching strategy and preparation and authentic material. Actually,
those skills can be trained by applying the appropriate teaching media and
technique. One of the authentic media which can be used in teaching speaking is
movie or film that reflects the real use of English language in daily life. According
to Ishihara and Chi (2004) students are more interested and motivated when they
study by using film. Film is a media that provides both sound and visual effects
which interacts the students to study. Through watching a short English film, the
students can get the sense of the English language culture and how the language is
used, they can learn directly the reality of the language, they can listen English
pronunciation as well as intonation directly, they could learn many new
vocabularies, like ‘slank ‘words, also the students can learn many expressions for
example, the way of the people angry, how to ask question and how to have
chatting in fun condition. It is hoped that the students can be motivated to enjoy
studying English in order to be able to practice English in real situation and to
develop their creativities, ability and capability to use English correctly into
communication. Being aware with the students’ necessity to enter the English
course, the researcher as the lecturer who found one of the small English courses
willingly wants to find out the best solution to encounter the students’ hope that
could not be gotten from school that they want to be good speaker in English. For
the reason, the researcher did the research to use short film as media to motivate
the students to speak in English course classroom in order to see whether film can
give good effect to students’ motivation for speaking.
Video is a powerful tool in today’s classroom. It provides strong context
through which to teach foreign language. Meaning brings the outside world into
the classroom and gives teaching “reality”. Video also provides all the
paralinguistic features of language that only audio can’t. The success of teaching a
foreign language through video depends on preparing students for the perception
of a video. The expansion of international relations and the entry into our market
of British and American teaching and methodical complexes, including video
fragments, video lessons, significantly expanded our possibilities in using
audiovisual techniques. In the event that the video is an attachment to a British or
American educational complex, the teacher can use the technology of its
application developed by foreign methods and described in teacher's book. In this
case, video is an effective means of teaching a foreign language. Together with the
English educational complexes there is a large number of feature films. Their
viewing at the senior stage of education is close in importance to the reading of the
original fiction and has no less significance for the study of a foreign language,
since it allows to develop skills of listening, speaking and writing on authentic
material, which contributes to the improvement of the communicative competence
of students. We now have more access than ever to video. News programs, adverts,
comedies, documentaries, dramas, academic lectures are available in digital format
via the internet. Most of these resources weren’t originally created as teaching
materials. So it serves a real-world communicative purpose.
 I. Theoretical basis
1. Motivation in foreign language

The term motivation in foreign language learning context according to Gardner

(1985) cited in R. Narayanan, is 'referring the individual works or efforts to learn
the language because of a desire to do so and the satisfaction experienced in this
activity. According to the Pocket Oxford English Dictionary (2004), motivation is
'1. The reason or reasons behind one's actions or behaviour. 2. Enthusiasm'. Other
review based on Longman Dictionary of Applied Linguistics (1985), motivation is
willingness to do something without needing to be told or forced to do it, in other
case motivation is the reason why someone to do something. A similar definition
also stated by Brown (1987) cited in Jesús Alirio Bastidas Arteaga:2006, says that
motivation is an inner drive, impulse, emotion or desire that result a particular
actions. Based on those definitions, motivation is an aspect which is very
important in learning English since it influence students' will to learn. Motivation
is the learner's orientation with regard to the goal of learning a second language, so
motivation is as a contributing factor in English language acquisition (Jacquelin
Noris). It is important to think about motivation as the essence of language
teaching because of the reality of learning English for most of our students. All of
the conditions that we know contribute to the successful of foreign language
acquisition are lacking in most EFL contexts, there is not enough English input in
the environment, there are not enough opportunities for interaction with English
speakers, and there are not enough strong role models promoting the learning of
English.These conditions cause a learner has to have extraordinary motivation in
order to succeed at learning English (Michael Rost:2006). Motivation, or more
specifically human motivation, can be defined as “an inner state of need or desire
that activates an individual to do something that will satisfy that need or desire.”
Motivation refers to a desire or need internal to the individual, thus it is not
possible for others to actually motivate an individual but others “must manipulate
environmental variables that may result in an increase or decrease of motivation”.
Basically every individual is motivated to do at least something, but this
motivation is not necessarly directed to learn, at least not to learn for school. When
it comes to learning processes one has to differentiate between various kinds of
motivation that lead to a positive learning effect. As mentioned above, motivation
has to come from the learner or student themself in the first place. If he is not able
to motivate himself, the teacher has to “manipulate” the student in that way, that he
is motivated to learn. The difference and importance of these and other types of
motivation for learning and second language acquisition will be explained in the
following in detail.

2. Media in teaching learning process

Media is tool used to the help effectiveness of teaching learning process.

Hamalik (1986) cited in Palace Education pointed out that the use of teaching
media in teaching and learning can generate new desires and interests, to stimulate
motivation and learning activities, and even brought psychological influences on
students. Thus, students are expected to be able to receive and comprehend easily
good messages in the material presented. The development of science and
technology increase renewal efforts in the usage of technology results in the
learning process. Teachers are required to use tools that could be provided by the
school. Teachers also choose that such instruments are appropriate with the
developments and demands of the times. Teachers must be able to use cheap and
efficient tool that is simple and unpretentious though it is a necessity in order to
achieve the expected objectives of teaching (Arsyad, 2003) cited in Palace
Education. For that reason, teachers should have sufficient knowledge and
understanding about the medium of teaching when they are using it in teaching
learning process. In using the media, teachers must understand about: (1) media as
a communication tool to further streamline the process of learning teaching, (2) the
functions of the media in order to achieve educational goals, (3) the nitty gritty of
the process of learning, (4) the relationship between teaching methods with
educational media, (5) the value or benefits of media education in teaching, (6)
selection and use of media education, (7) different types of educational media tools
and techniques, (8) media education in each subject, and (9) business innovation in
education. According to Desi Jumiati (2010) in Benefits of Using Media in
Teaching Learning Activities states that there are some advantages of using
media in teaching learning activities:
a. Teaching learning activities is more
interesting and interactive
b. Students will be more focus
c. Students have more motivation in learning
d. Tasks and roles of teachers towards a more
positive change.

The video serves as a good dynamic visibility for the practice of speaking in
another language and creating situations of such communication in the classroom.
Students dramatize the dialogue heard from the screen, playing it by roles. Here it
is possible not only to accurately reproduce what has been heard and seen, but also
to re-think the text, its new interpretation. Such a task can be more feasible than
sounding or duplicating a film in your native language. If the student's level of
knowledge allows correctly and accurately reproduce the scripted text, speaking on
behalf of the video's heroes when viewed with the sound turned off, then such an
exercise can cause both great interest on the part of the students and also have a big
impact on increasing the level of their language competence. When performing this
task, various interpretations of the characters' personality are possible; you can
compare more or less successful variants. The same great benefit is provided by
duplication in the native language, since it teaches students not to literally translate
the phrases uttered by the characters, but adequately interpret the meaning of the
utterance, given the differences in intonation and phrase design. The interpretation
of idioms, interjections, appeals requires special attention. Indeed, the stumbling
block is the transition from "you" (pl.) to "you" (sing.), since in English there is no
difference between the single and plural second person pronouns, which in many
languages mean an officially polite or familiar-friendly relationship. Therefore, in
order to adequately convey the phrase in Russian, students should correctly
determine the level of the statement in a foreign language.

3. Student needs