USULAN PRA PROPOSAL*)

MAHASISWA JURUSAN TADRIS BAHASA INGGRIS

Nama/NIM : Nazriady Arzah / 1830104049

B. Rumusan Masalah
1. What are The Causes of Teacher Obstacles in Designing The Use of Video-Based Learning
Media at SMAN 2 Batusangkar?
2. What are The Solutions to Overcome Obstacles in Designing Video-Based Learning Media
at SMAN 2 Batusangkar?
C. Landasan Teori
1. The Obstacles in Teaching English using Video.
There are various challenges or obstacles faced by teachers when teaching English
using video media. The following paragraphs explain in more detail about the problems
faced by teachers when using video media in teaching and learning English in class.
Limitation of school facilities. The major obstacles in using video for the teaching-
learning process are limited to high school facilities, lack of technical support, and
difficult to induce an appropriate video. as an example, not having electricity in some
classrooms, the projector at school is restricted, the broken cable, the pc or laptop
stuck. additionally, the electricity can off at any time during the category, thus the video can
not be played. Then, teacher had a difficult time to find the right video to be implemented in
the class (Nova, 2017, p. 22). According to Omariba, Gitau, and Ayot (2016) also stated that
the lack of technical support made the teaching-learning process very tough.
Lack of your time. In learning that uses video media it will take quite a long time.
Omariba, Gitau, and Ayot (2016) stated that in using teaching media associated
with technology takes a protracted time within the process of teaching and learning within
the classroom because it requires preparation and equipment that has to be utilized
in accordance with the topics being taught. additionally, Park and Bae Son (as cited in
Mathew and Alidmat, 2013, p. 88) explained that teacher had positive and favorable attitudes
in using computer within the classroom; however, it took quite very long time.
Teachers have little experience. In International Journal of Education and
Development using ICT, the challenge that the teacher may face in using teaching media is
that the fear of technological developments and software that it should not be ready
to address (as cited in Omariba et al., 2016, p. 3129). Nova (2017) also stated that teachers
should attend teacher professional development program and training to extend their
 competence and skill in using video or other media associated with technology within
the teaching-learning process. Additionally, Dawes (as cited in Mathew and Alidmat, 2013,
p. 91) stated the new technologies can support in teaching-learning process, therefore teacher
should have a deeper understanding in using media to supply the effective communication
between teacher and students, like the benefits of the video as a media. So, here as a teacher
in this modern era the teacher should have to have more skills and experience related to
technology such as video media so that when teaching in the classroom the teacher is ready
to provide the material with the video earlier.
2. Definition of Video.
In order to find more information, there are definitions of video as a media from
experts. According to Mursyidto (2014), the media plays an important role in the teaching
and learning process of English. This is because the media can offer students to use media
and teaching techniques in the English teaching and learning experience effectively and
efficiently. Similar to the description of Mursyidto, Andriyani (2017) states that the media
has an important part in the learning process that uses media can help students if there is
uncertainty in learning. Andriyani (2017) also states that "significantly, the role of the media
will not emerge if its use is not in accordance with the content and objectives that have been
formulated." (p. 28).
One of the most media that teachers can use is video. The term has aldo been defined
every application of media is somewhat unique but in any cases it must be guided by both
general principles of learning and the context in which these principles are employed, for the
instructional use of media programs are designed intentionally to make the teaching learning
environment more interesting and effective (Locatis & Atkinson, 1990). They might also
present records thru the experience of listening to as in audio assets, sight, as in visual assets
or through a combination of senses.
In addition, Cooper (1991) stated that video as a device of verbal exchange and
medium of records that package with messages, images, and ambiguity and gift a wealthy
content. Video may be considered one of good opportunity media to assist student interest in
the learning and teaching classroom. Similar to Cooper’s description Harmer (2003) stated
that video can improve reenactments since it gives criticism to assist understudies feel more
realistic. Video could be a incredible medium to tell the story. Through video individuals can
pick up a visual adjustment and the individual association that video offers. The utilize of
great video as a learning tool for the understudies ought to suitable to instructive substance
that student learned within the educating and learning vocabulary.
Video were found and develop by Mayer in 2001. Video is a form of multimedia that
conveys information through two simultaneous sensory channels, aural and visual (Mayer,
2001).Video need evaluate because it is important to preview the videos with the teacher
goals (Tucker, 2013). Video has come a long way as teaching and learning tool that shows
and represent information in the set of images. It is an excellent way to demonstrate the
procedure or gain an understanding of learning in action includes motivating students, more
 memorable for students see the shape of language (Greene & Crespi, 2012). The video
represents the language of life context. This shows students how language is used naturally
in realistic settings. Students can see facial expressions, or gestures. Students can observe
body language, how characters react to emotional information situations that are difficult to
obtain from books or audio recordings.
3. Definition of Media.
According to Arief S. Sadiman (2011: 6) said that media is all the physical tools that
can present the messages and can stimulate students to learn. Media is a form of
communication both printed and audiovisual with all the equipment.
According to Gerlach dan Ely (dalam Wina Sanjaya, 2009: 163) media including
people, materials, equipment or activities that create the conditions that allow students to
acquire knowledge, skills and attitudes.
A more specific sense of media in the learning process tends to be interpreted as
graphics tools, photographic, or electronic to capture, process, and reconstitute the visual or
verbal information.
4. Definition of Learning Media.
Learning media is a tool used by teachers as a media to deliver the material. The use
of varied and appropriate learning media can overcome the passive attitude of the students.
According to Musfiqon (2012:28) learning media is a tool that serve to explain the
difficult material described verbally. According to Azhar Arsyad (2011: 4) said learning
media includes tools that physically used to deliver the content of the material, among other
21 books, tape recorders, cassettes, video camera, video recorder, film slides, photographs,
pictures, graphics, televisions, and computers.
Based on the opinion above we can conclude that learning media is a tools used to
deliver the contents of subject matter from the overall learning program that is difficult to
explain verbally.
D. Desain Penelitian
The purpose of this study is to explore the opinions of teachers about Designing videos to
improve student vocabulary in SMA N 2 Batusangkar. The researcher use a qualitative approach for
this research because this study was intend to find deeper information about what are the obstacles
of English teachers in designing learning videos and what are the solutions used to deal with these
obstacles. Creswell (as cited in Aulia, 2016, p. 19) states that qualitative research is conduct from a
small number of individuals to obtain in-depth information. Creswell (2012) also mention that
qualitative research is suitable for solving research problems that researchers do not know the
variables and will discover.
Additionally, this research uses case studies to investigate context-limited phenomena
(Merriam, 1998). In this study, researchers wanted to get in-depth explanations from teachers about
their experiences of excellence and their challenges in design video to learning and teaching in the
classroom. In this study, the case is about the experience and the challenges in design video to teach
English lesson in class of two English teachers in designing video in teaching English in one of the
secondary schools in Batusangkar..
E. Instrumen
The data instrument used by the researcher to collect the data were interview list question, phone,
a notebook, notes and pen.
Diketahui/Dikonsultasikan ke Penasehat
Akademik

Catatan :
1. Mahasiswa mencek judul yang diajukan di website http://tbi.iainbatusangkar.ac.id terlebih
dahulu
2. Setelah dipastikan judul tidak ada, Mahasiswa berkonsultasi dengan Penasehat Akademik
masing-masing.
3. Setelah Konsultasi dengan Penasehat Akademik lanjutkan dengan mengisi link berikut
https://bit.ly/PengajuanProposalTBI (Pengeluaran Pembimbing dari Kajur TBI)