Contribution Using Video in Teaching Learning Process

Contribution Using Video in Teaching Learning Process M.RinaldoCandra, O.K.A IndraNormansyah English Department of Education edo_siders@yahoo.co.id,abangoka_1995@gmail.com Abstract The aims of this research were to find what the contribution using video in teaching learning process. Data collection methodusedin this researchis to conductthe interviewisa form of communicationbetweentwo peopleinvolves someoneelse, to obtaininformationfrom theotherpersonby askingquestions-questions, based ona specific purpose. The subject consisted of 3 students especially in five semester class of D University Muhammadiyah Yogyakarta in 2013-2014 academic years. The result is using vide is a good teaching tools but sometimes the teacher cannot maximize the use of the video so video have a lot of positive impact when we know how to use it as a teacher in teaching learning process. Key words: Using video for learning, Teaching learning process, Video and teaching learning process Background The development of information technology in education gets a positive impact. With the development of information technology, education began to show significant changes. There are changes that develop ways of teaching in education.Technology can be utilized to create a motivating classroom environment where the student is engaged in learning. An environment where technology is used in innovative ways lead to improved learning and teaching (Wishart&Blease 1999).The teacher's role in learning and teaching is still considered the most decisive for whether or not it succeeds learning. Teacher's job is not just to deliver material, careful planning and presentation of the material in an interesting way to help students more easily understand the facts, principles and theories is a responsibility that cannot be separated from the role of teachers in teaching and learning activities that take place at the university. Teaching and learning activities in the classroom is very dependent on how teachers present the lesson to the students. If a teacher just stood in front of the class with material conveying verbally without assisted with media that is able to visualize what is actually trying to say, it is very possible the students will feel tired and hard to understand the material well. The uses of technology in learning for teachers already familiar with the technology teachers facilitate students' understanding. Technology with listening to music to practice English listening students are widely used by teachers to facilitate students to learn English. Above one example of technology that is often used by teachers, but not often in use are using video. Using the video has started to be used by teachers in order to facilitate students' understanding. But sometimes teachers think using video spending time and equipment. Teaching and learning activities at the University of Muhammadiyah Yogyakarta her special Education English in class D are still monotonous, more material explanation dominated by the verbal explanation and less optimize learning media to help students understand the learning materials. Research Question 1. What is the contribution of using video in teaching learning process? Literature Review Using video for learning Many kind of technology is available now to use in teaching and learning practice. One kind of technology now has many functions. We can bring our books in our pocket using our cellphone. We can watch our favorite’s video anywhere using our cellphone too. From that function we also can create a new teaching method. A video may provide a significant potential for engaging student during teaching and learning process. The video can be play at the computer and other gadget. With projector the whole student in the class can watch it. The elements of the text, graphic, sound, animation in video can help the teacher to create a lesson which is interesting to follow. The more students are motivated to learn, the more easily the lesson to be successful. Technology can be utilized to create a motivating classroom environment where the student is engaged in learning. According to (Wishart&Blease 1999) said that an environment where technology is used in innovative ways lead to improved learning and teaching. Classroom learning is also more interesting to follow through the use of visuals. The visual of the video can make the student to think more than their level. It means the visual of the video motivating the student in learning to think higher than their basic thinking skills. The visual can also be utilized to challenge students to think on level that require higher order thinking skills (Smith &Blankship, 2000). Using video in learning it also takes the student interest. With a video the learning activity it can be more interesting. According to (Canning-Wilson 2000) said that the student like learning language through the use of videos. The learning will be more effective if the learning is interesting to follow. Without interest maybe someone cannot achieve the goal. According to (Djamarah&Zain, 2002:137) said that with using the supporting tools which is easy to catch, teacher can increase student learning interest. The video is possible to increase the student understanding. According to (Djamarah&Zain 2002:136) said that the learning media can arise the student motivation. Teaching learning process Teaching learning process is the one of activity that is have been experienced by most of people around the world. Teaching learning is one of activity that purposed to deliver some knowledge which is the activity do with a formal situation to reach the objective. A process in teaching learning activity it can be giving a theory, giving an example or giving an experience. According to (Rusyan 1989:27) said that teaching is not always a form of an effort to deliver the material, rather how students are able to learn the learning material to reach the objectives. Video and teaching learning process The contribution video in teaching learning process is one of the benefits from the technology development. Teaching learning process become more interactive and has an authentic example. A theory without an example it is like unfinished building. According to (Arthur 1999) said that video can give students realistic models to imitate for role play. The example of the theory can strengthen the understanding for the student. According to (Arthur 1999) Video can offer a visual reinforcement of the target language and can lower anxiety when practicing the skill of listening. With a video teaching learning process give more than one good impact. The good impact of the video it can be the main skill in language skill and also motivating the student in learning by decreasing student anxiety. The positive impacts can directly affecting the result of the teaching learning process. According to (Cole 1995) said that visual support in the form of descriptive picture significantly improved comprehension scores with language videos for English speaking student learning French. With a video teaching learning process goes to the next level. Methodology In order to find out the contribution of video which is used in teaching practice data was collected as the opinion from the student who is experienced in teaching and learning process using video. The data collection is using interview method. Interviewing isa methodof data collectionby way ofquestion and answerunilateralcarried out systematicallyandbasedon the purpose ofthe study(Lerbin, 1992). Debriefing'unilateral' means that theactivedata collectorsask, whilethose whoactivelyaskedgavean answeror response. Fromthat definition,we can alsoquestion and answerknowing thatdone systematically, it has been planned, andrefers to thepurpose of the studyis done.The information from the interview was used to determine the contribution of video in teaching practice. The informants are asked by several questions related to the teaching and learning using video. • Participant There are three (male) participant From UniversityMuhammadiyah Yogyakarta especially class D in PBI. Findings and Discussion From the interviewswe foundthat theuseof videoin teachingcontribute is very much. Wealsofindthat thevideohaspositive and negativeeffects. No Positive Negative 1 Gaining more understanding Have much time 2 Make student interest Sometime video not related by the content 3 Support explanations teacher Data interview Gaining more understanding We know that if teacher just explanation it’s a boring and make student not understanding what a teacher say. Videois a mediumortoolwhich presentsaudioandvisual equipmentthat containsmaterials, methods, limitsand how to evaluatewhich is entirelydesignedin a systematicandattractivetohelp the understanding ofalearning material(Faozi, 2010). We can see from interview with participant (1). Participant (1): I like because deepeningexplanationofthe teacherwiththe movement of aprocessinstancein Englishhowtogreetingandprocedures forits. Make student interest Many technique teacher uses to make student interest in teaching learning process. Videois usedasone of the centersof attentionin learning activities (Sadiman 1986). We can see from interview with participant (2) and (3). Participant (2): I like, I amvery happywith thelearning processvideo in additionthereis alsonovisualaudioof heristhe most interestingfor metodrawthe attention ofthe studentwhilein the classroomor anywhereelsethat involvesteachinginhisvideo. Participant (3): Becausewhat is inthe videois very interestingin this caseis usuallyconveyedin the materialin oralmay not be coveredin the video. Support explanation teacher To optimizethe learning processinalearning processanditsmaterialconveyedto the maximum, innovationin the delivery ofthe materialshould be done. In teachingthe subject matterof practice(psychomotor aspects), the video willgreatlyassistthe understandingof learners. Learnersprefer to usevideotolearn the languageby watchingmoviesorentertainmentin the classroom(Canning-Wilson, 2000).We can see from interview with participant (1) and (3). Participant (1): Is veryimportantbecauseforan explanationthat is stillabstractusuallystudentsdo not understanditlaterpassedinto thisvideosoknowhis stepslike thisway of usingsomethingorforhowpasssomething. Participant (3): Yesbecause thevideois quiteattracted more attentioncouldaffectthantheoraldeliveryof ateacher. Have much time Know andpay attention toweaknesses offilm andaudioinstructional media, it can avoid theimproper useof instructional mediaof film andaudio. Arsyad(2013: 51) in his bookMediaStudysuggeststhat there aresomeweaknesses of theinstructional mediaof film andvideo like Procurementfilm andvideogenerallyrequire expensiveanda lot of time. We can see from interview with participant (1). Participant (1): Usually thevideois toolongtoomuch time. Sometime video not related by the content Instructional mediaandvideofilmscan’t always beapplied to anylearning materials. Moreover, ifthese weaknessescan’t beaddressed properly, then the useof instructional mediaof film andvideocan actually inhibitthe learning processtakes place.Filmandvideoareavailabledo notnecessarily correspondwith the needsanddesiredlearning objectivesexceptfilm andvideoare designed andmanufactured specificallyfor their own needsArsyad(2013: 51). We can see from interview with participant (1). Participant (1): teachersshow videosthat have beendescribedin detailsovainwhilethe teacherexplained. From theresults aboveusing thevideohavepositive and negative effects. Positive impactof videois very muchlikethose foundfromthe interviewabove. Withmanypositive effectsof learningwithvideogreatly assist studentsin learning. The negative impactofthe use ofvideocouldbe avoidedbyteachersknow thatlearningneeds to beornotto usethe video. Manylearningbenefits ofusing thevideoshouldbein thebenefit oftheteachersas well as possible. As teachersmust also becareful inselectinginstructionalvideoso it is nothisfaultoccursinlearning by usingvideo. Conclusion Based on the research study, the contribution of video in teaching learning process makes two kinds of impact. The first impact is the positive impact. The contribution of video in teaching learning can make the student pay their attention to the learning. The contribution of video in teaching and learning also motivated the student in learning. In the interview it also proven that the contributions of video in teaching learning process make the student feel excited in learning. In the other hand the negative impacts also proven in interview. The negative impact is from how the teachers use the video in teaching learning process and how the teachers choose the video in teaching learning process. Basically all of the videos have their own content. The video made for it is own purposes. So the negative impact is not from the video but it came from the teacher. The video in teaching learning process it is chosen by the teacher so the impact of the video came from the teacher decision. Generally video is a good teaching tools but sometimes the teacher cannot maximize the use of the video so video have a lot of positive impact when we know how to use it as a teacher in teaching learning process. REFERENCES Fatunmbi, O.O. (2005) Effect of Video Tape Presentation on Senior Secondary School Students Attitudes Towards Physical Education, Journal of Teacher Education 8(1), 56-64. Isiaka, B. (2007) Effectiveness of Video an Instructional Medium in Teaching Rural Children Agricultural and Environment Sciences, International Journal of Education and Development Nugrahani, Rahina (2007) Learning Media a Base Visual Form Snake Stair for Increasing The Learning Quality in Elementary School Devaney, T.A. 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