GROUP NO : 16

GROUP MEMBERS :

1. Nisa Rahmaniah
2. Nisa Nuraisyah
3. Nunu Fatimah

Topic: Instructional Video for EFL Learning

Intriduction

The use of video in foreign language learning is known to support learning process in man
y different ways. Being rich and valuable resources, videos have many benefits such as pro
viding authentic language input, bringing real world into the classroom setting, contextuali
zing language, grabbing students’ attention, focusing students’ concentration, generating in
terest, increasing motivation, enhancing comprehension, introducing target culture, and fos
tering learning. Yet, despite the widely accepted benefits of videos in Foreign Language Te
aching (FLT), even in today’s English Language Teaching (ELT) classrooms, learners are
not exposed to such materials often. It is found out that English language teachers are eithe
r hesitant or unable to use video for language teaching purposes in classes. Triggering by th
is fact, the present study aims at identifying English Language Teaching (ELT) teacher trai
nees’ perceptions of video use in ELT classrooms.

Discussion
1. Definition of video

Video is a form of technology for recording, capturing, processing and transmitting and
rearranging moving images. The video can be stored using signals from film, video, tel
evision, video tape or other non-computer media. Each frame is presented using an ele
ctrical signal called an analog wave or composite video which already has components
in the video such as color, lighting and synchronization of each image (Purnama, 201
3).

2. Instructional video for EFL learning

The emergence of videos as instructional media in the EFL learning contexts has provi
ded meaningful values to learners’ learning experiences. There have been many studies
investigated the effectiveness of the videos in EFL field. The acceptance of videos usag
es for student who learn English as a foreign language. The positive voices towards usi
ng videos to support their learning in terms of ease of use, learning opportunities, learni
ng experience, and preferences. With regard to the actual use of videos in learning, mos
t students spent at least 1-2 hours watching videos in and outside the classrooms. The a
vailability of smartphones contributes significantly to ease video access. Amongst the v
ideo types enjoyed by the students, videos of interviews, tutorials, explanations, vlogs,
profiles, and testimonials were their preferences.
Model of digital learning media, such as :
a. Interactive Multimedia Terminologically

Is multimedia is defined as a combination of various media such as text, image

s, sound, animation, video and others in an integrated and synergistic manner by
using tools such as computers or other electronic equipment to achieve certain g
oals. In this sense, it implies that every multimedia component must be processe
d and manipulated and integrated digitally using a computer device or the like
(Surjono, 2017).

b. Digital Video and Animation Technological

Developments encourage many changes in students themselves. The habit of usi

ng textbooks and notebooks is decreasing. Technological sophistication gives bi
rth to a variety of learning methods that are more effective and interesting for st
udents. Video-based learning or Video Based Learning is one example of an eff
ective learning method and has become a trend in e-learning for this decade.

c. Virtual Reality (VR)

Is a combination of responses from digital image expression, computer graphic

s, multimedia technology, sensor and measurement technology, virtual and artifi
cial intelligence and other disciplines, building realistic virtual interactive three-
dimensional spaces for humans, and real-time activities or operations for peopl
e, which makes people feel like they are in the real world. This will have a majo
r impact on traditional multimedia teaching that brings virtual reality technolog
y in the teaching process, multimedia teaching from 2D to 3D interaction, and h
 igh simulation teaching environments.

d. Instagram

Instagram is an application that is used to share photos and videos. Instagram its
elf is still part of Facebook which allows Facebook friends to follow us on Insta
gram social media accounts.

e. Youtube

Youtube is a website that provides various kinds of videos ranging from video c
lips to movies, as well as videos made by youtube users themselves. Not a few
people who become famous just by uploading their videos on youtube.

f. Whatsapp

WhatsApp is a free application that provides a simple, secure and reliable messa
ging and calling service and is available on a variety of phones around the worl
d. And yes, the name WhatsApp is a pun on the phrase What's Up, which means
What's Up.

g. Augmented Reality (AR)

Is a technology that is able to combine two-dimensional or three-dimensional vi

rtual objects into a real environment and then display them or project them in re
al time. AR can be used to help visualize abstract concepts to provide understan
ding and structure of an object model. Some AR applications are designed to pr
ovide users with more detailed information than real objects (Mustaqim, 2016).

h. Podcast

Are episodes of programs available on the Internet. Podcasts are usually origina
l audio or video recordings, and can also be recordings of television or radio pro
grams, lectures, shows, or other events. Podcasts often offer each episode in the
same file format, such as audio or video, so subscribers can enjoy the program i
n the same way.

3. Video benefits for EFL

Some of the benefits obtained in the application of blogs as learning media include the
use of vlogs or video blogs that can stimulate speaking skills in communicating in Engl
 ish as a foreign language and foster student confidence (Torres, 2018). This shows that
interesting learning media can foster student motivation to become active students so th
at they can stimulate their speaking skills.

Conclusion
The acceptance of videos usages for student who learn English as a foreign language. The
positive voices towards using videos to support their learning in terms of ease of use, learni
ng opportunities, learning experience, and preferences. With regard to the actual use of vid
eos in learning, most students spent at least 1-2 hours watching videos in and outside the cl
assrooms. The availability of smartphones contributes significantly to ease video access.

REFERENCES
1. Martin, F., & Betrus, A. K. (2019). Digital media development models and process
es. In Digital Media for Learning (pp. 33-63). Springer, Cham.
2. Donohue, C. (Ed.). (2014). Technology and digital media in the early years: Tools f
or teaching and learning. Routledge.
3. Torres, D, F,E. (2018). Vlogging Through Digital Lessons: Enhancing Speaking in
an EFL Blended Learning Environment. Unpublished thesis.Universidad Externado
de Colombia
4.