The Result

   Welcome back with me masukpak-eko.blogspot.com, On this occasion, I would like share the result of 2 Journal “Teaching using video: a way to make it more meaningful in EFL class” and “The strength of video material in the EFL class from the perspective of teachers and students” which is both of them has a similar topic,so what are you waiting to readjust the explanation below. 

   Journal “The Teaching using video: a way to make it more meaningful in EFL class” and journal “The strength of video material in the EFL class” are the journal that have the same topic about the use videos in the EFL classroom, and both journals have good suggestions for developing English learning motivation for students, also both journals there are good results to using video in EFL classroom: 

   First, make the teacher think creatively in choosing the right video learning material for EFL students. The teacher is required to make creative videos so that students can be active during EFL learning. In addition, video creation must also adjust the curriculum so that the structure in learning is in line with the state rules Finally, video video material must contain aspects of learning such as Reading, Writing, Grammar, Speaking, Listening, etc. Thus the first results in both journals can be concluded that are challenges for teachers to make learning materials that are good for students. 

   Second, provide student learning motivation through several methods of using video in EFL classroom. Some methods used When watching videos are fast forward, partial viewing, active viewing, repetition and role play, follow up activity, silent viewing, picture less listening, prediction, reproduction activity, freeze framing, picture or speech, sound on and vision off, dubbing activity. Methods - this method indirectly trains students accustomed to seeing and listening to English conversations. 

   Third, the use of video in EFL classroom is useful to add insight to students by knowing the outside culture. The use of video in EFL is not all about material that is useful for the students themselves. In addition students can also learn the difference in informal and formal English use, thus placing students their position when speaking English to foreigners whether young people or older people.

Thank you for your attention, I am sorry if this blog still has a lot of flaws,wassalamualaikum wr wb

Comparison Between Two Journals

   Welcome back with me masukpak-eko.blogspot.com, On this occasion, I would like to compare between 2 Journal “Teaching using video: a way to make it more meaningful in EFL class” and “The strength of video material in the EFL class from the perspective of teachers and students” which is both of them has a similar topic,so what are you waiting to readjust the explanation below. 

Abstrack

   Abstrack on first journal (teaching using video: a way to make it more meaningful in EFL class) is based on technological developments that require teachers to collaborate with technology to encourage good English learning classes, wrong using videos in EFL classrooms. In fact in the second Journal (the strength of video material in the EFL class from the perspective of teachers and students) chose the paradigm of interpretivism which uses epistemology and philosophy as a force that supports the use of video in the EFL classroom.

Methods

 Methods on first journal of the study begins with collecting related literature data on the implementation of videos in English classrooms. Then, they are analyzed and conclusions are drawn to get a more meaningful way to use video in the classroom. Whereas in the second journal the study used the epistemological method of interpretivism to investigate the strategy of utilizing video material in the EFL class qualitatively, another reason for using this method is as a useful tool in a way that researchers can examine a case or a bound system. 

Discussion

  Discussion on first jounal explained how to use good videos in the EFL class so that students could easily receive the material delivered by the teacher, some of the ways were off sound on vision, active viewing, freeze viewing and dubbing while the second journal explained the purpose of using video in EFL classes which include providing a variety of materials, give motivation, and challenge.

Thank you for your attention, I am sorry if this blog still has a lot of flaws,wassalamualaikum wr wb

the Discussion of the journal teaching by using video

Welcome back with me masukpak-eko.blogspot.com, On this occasion, I will discuss the Discussion of the journal teaching by using video: ways to make it more meaningful in EFL classrooms which is very interesting for me to discuss and what are you waiting to readjust the explanation below. 

Discussion

   Showing videos in English as a Foreign Language (EFL) class can provide positive things during teaching and learning activities, or even raise new problems (Harmer: 2006). In this journal the teacher as a facilitator is required to prepare appropriate and effective learning resources. can be an effective tool to connect students' language skills.

   The chart above shows that video can be used as a medium for developing the skills of EFL students in English.this journal said that the teacher needed preparation to make the video more meaningful before applying several other methods to make students active. Indirectly this makes the teacher feel challenged to make his students active during teaching and learning activities.

   Based on the journal teaching by using video: ways to make it more meaningful in efl classrooms there are several ways that can be implemented when using video in the EFL classroom.

Harmer (2006) who mentions about; 

1. Viewing Techniques (Fast Forward, Silent Viewing, Freezing Framing, Partially Seeing) 

2. Listening (and mixed) techniques (lack of listening to images, pictures or speeches).

Çakir (2006) also adds several other ways; 

• active watch

• freeze framing and predictions 

• look quietly

• active sound and visual activity is not active 

• repetition and role playing 

• reproductive activity

• voiceover activities and continued activities

Gromik (2015) who talked about Smartphone Video Cameras as a tool to create Digital Stories for English Learning Objectives.

   some of us may be familiar with these methods, but this journal provides information about the three phases of teaching English using video.Thank you for your attention, I am sorry if this blog still has a lot of flaws,wassalamualaikum wr wb

theoretical and methodology used in the journal "teaching by using video'' by sitti hadijah

Welcome back with me masukpak-eko.blogspot.com, On this occasion, I will discuss the theoretical and research methodology of the journal teaching by using video: ways to make it more meaningful in EFL classrooms which is very interesting for me to discuss and what are you waiting to readjust the explanation below.

Theoretical framework

• Harmer (2006) teaching English with video material can help students to understand the language used, understand outside culture, make students creative and motivate students.

• Berk (2009) mentions that there are many types of videos that can be used in classrooms. The choice of video will depend on teaching and learning goals, student characteristics, and interests. In this case, the teacher can choose the type of video that is appropriate for the students and the learning material.

• Wang (2015), teaching English with video material: can facilitate the development of EFL learner language skills, can foster the intercultural communication competencies of students, Can foster the aesthetic values of students and the ability to appreciate English language videos from Artistic values.

• Abukhattala (2015), the success of teaching using video material depends on the role of the teacher, because of their practice influences the way in which classroom technology is applied.

Research methodology

   This research was designed in a qualitative descriptive study collected from several sources of video implementation in English classrooms. Then, they are analyzed into three steps; data reduction, data display, and conclusions. First, information collection on video usage in the EFL class is then presented based on the role and technique of the video. Both components are expected to represent the use of video in the EFL class. Finally, some conclusions were drawn to get the best solution in using video in the EFL class.

Thank you for your attention, I am sorry if this blog still has a lot of flaws,wassalamualaikum wr wb

Teaching By Using Videos

Welcome back with me masukpak-eko.blogspot.com, today I will explain the journal about "teaching by using videos: ways to make it more meaningful in EFL classrooms" which is very interesting for me to discuss and what are you waiting to read just the explanation below. 

    I chose that journal because I very like watching videos on youtube and the videos what I like came from Chanel “kok bisa”. I really love that Chanel because its videos taught me something through good animation and that is interesting.from that I was searching journal that combine between video and EFL (English as a Foreign Language) learning and then I found journal with tittle “teaching by using video: ways to make it more meaningful in EFL classrooms” After I read this journal I found very interesting things to discuss because in this journal it gave me the method used to teach EFL using videos. this journal was very interesting and very useful for me because it could be a reference for my teaching material at some time. Here is the introduction of the journal.

The English learning videos have been integrated into English. Using videos can facilitate students in more interesting learning activities so that they can gain learning experiences. Harmer (2006) states that videos can provide important additional benefits for student learning experiences; enrich the experience, increase cultural understanding, develop creativity, and increase learning motivation. However, teachers must try several challenges in using videos in the classroom.

    The first challenge faced by teachers related to their ability to disseminate videos in the classroom is people who know very well how to use the tools to facilitate students during the teaching and learning process. Then, the ability of teachers to choose videos that match their communicative competencies. Videos must be chosen based on several criteria, such as student learning topics that refer to the school syllabus and also the level of English of the students. The final challenge, teachers must develop themselves as creators, produce videos to meet students' needs in learning activities. Through intensive video, students will ask for something more interesting than what is just made by someone else.

    The purpose of the journal “teaching by using video: ways to make it more meaningful in EFL classrooms” is to use video useful and present information that valuable for a teacher so the students can get information that valuable dan durable through videos that served by a teacher