Content introduction chapter Developing students critical thinking skills through video materials

3.2. Examples of the use of video materials in secondary schools
The results of the first cycle of the three-stage activity, namely observation, tests, questionnaires and interviews, are at the observation stage that students give good enough attention by watching the screen on the Youtube video and obtain an average result of 80% - 90% at the first meeting. The results in the first cycle show that the students' motivation has begun to increase in this speaking class. When watching the video, students record the information they find while watching the students’ worksheets and at the stage of discussing with their partners, the students are still look passive and are confused about what to discuss, this is because these students have a lack of vocabulary in delivering the contents of the Youtube video and students are still searching for vocabulary in their dictionaries. The results of these findings indicate that there is a very significant increase in students' motivation and interest and English language skills compared to cycles 1 & 2. When the learning process occurs while the Youtube video is playing, all students keep and pay attention to the video seriously and students take notes and answer questions. There are students’ worksheets and the discussion is more active than in cycles 1 & 2 and in this third cycle the teacher provides a different topic from the previous cycle, the topic in cycle 3 is the Youtube video "Conversation in the Zoo" and students have mastered vocabulary and knowledge about the topic given by the teacher because they have listened to the same topic before the teacher gives the Youtube video "Conversation in the Zoo". The students have started to enjoy the learning process in cycle 3. The results of the students' speaking ability test in cycle 3 have an increase, namely with a value of 85 out of 10 students. The results of the research conducted, the researcher draws the following conclusions:

1. 
   The use of interesting techniques or methods in the teaching and learning process, namely by using Youtube videos as a medium, will greatly assist students in receiving English material, especially speaking skills.
   
2. 
   There is a significant increase or influence in the use of Youtube videos as a learning medium which is very useful and interesting and easy for students to understand. The speaking test score has met the criteria for success and besides that students can also be actively involved in the learning process and have high motivation by using Youtube videos as a medium for learning classroom and action research.
   
3. 
   The nature of the video, which provides picture and audio at the same time, is able to help the students train their pronunciation, enrich their vocabulary, and make them easier to find an idea in producing sentences while speaking. The students can get information faster and feel more confident in dealing with the lesson as they not only depend on their speaking skills but also on their comprehension. In addition, watching videos also unconsciously help the students learn grammar in an automatic way.
   
4. 
   For the researcher has shown that the use of Youtube videos can improve the students' speaking skill, English teachers are highly suggested to use Youtube videos as the authentic materials.
   
5. 
   The last or finally, for further researcher, it is expected to study more about the advantage and disadvantages of using Youtube video.
   

In addition to exercises where the main role is played by the sound track, at this stage you can use video to study various cultural and socio-cultural phenomena - view films of various subjects for the "identification" of culturally significant views and monuments, portraits of prominent figures of the past and present, as well as excerpts from feature and documentary films for the interpretation of various types of non-verbal communication - facial expressions, gestures, postures, types of physical contact, clothing style.
However, in most cases the verbal part of the video clip will play a decisive role.
This list of exercises can be used in middle and high school classes.
1. Predictions (~ 20 minutes).
The teacher also selects a suitable passage from the film and writes out up to ten words or phrases that give a clue to what is happening, the behavior of the characters, etc. Writes these words and phrases on the board in the order in which they appear in the program.
Discuss with students in what situation these words can occur.
In pairs, students write a script that will use these words and phrases. While they are writing, the teacher walks around them, getting to know what they have written and helping if needed.
The teacher chooses several stories and reads them out.
Students review the passage and compare their stories with what they saw. They look at the passages again in order to clarify the details.
Option: while watching, the teacher stops the recording and the students finish writing the end. This type of task trains listening and writing comprehension.
2. Internal monologue (30-45 minutes).
The teacher chooses a passage that strongly expresses people's feelings or attitudes, but very little or no dialogue. Explains to students that the passage they are about to see expresses strong feelings, but the characters speak little. The teacher will ask them to compose an internal monologue, where feelings would be expressed in words.
Students review the passage, if necessary, twice.
Students work in groups, discussing the character's character, his feelings and thoughts. Then they write a monologue.
Each group reads their monologue to the whole class.
The teacher shows the passage again, stopping if necessary and discussing the details. This type of task trains writing and speaking.
3. Seasons (10-15 minutes)
The teacher chooses a passage in which the change of seasons would play an important role in the development of events. Explains that a passage will be shown, the action of which will take place at a certain time of the year. Asks the class to imagine what would be different if it happened at a different time of the year.
The teacher writes on the blackboard:
If the action took place in [season], what difference would there be in
• what the characters say
• what the characters are wearing
• whatthe characters do
• the story or situation as a whole?
Watch an excerpt.
Questions are discussed in groups.
The questions are then discussed with the whole class. If necessary, the passage is reviewed again and the discussion continues. This task trains speaking.
4. Advertising analysis (30 minutes)
The teacher selects one or more commercials suitable for your purposes. Prepares enough copies of the tablet for all students.
The teacher distributes the cards to the students and checks that it is clear what kind of information is required to complete the card.
Warns the class that a commercial is about to be shown. The task is to fill the table with the data that they will receive from the video.
Students watch the video several times if necessary. Students complete the table. After they have finished, the teacher invites everyone to compare their answers with those of a neighbor.
The video is shown again to clarify incomprehensible points.
Option - if there is not enough time, the class is divided into groups, and each group is responsible for information on one topic. This task trains listening comprehension and speaking.
5. Real questions (15-20 minutes)
The teacher selects an excerpt from a documentary or news that is of interest to the students. The news must be reported by the announcer on the screen (not behind the scenes).
Asks students what they know about the subject covered in the news. The answers are written on the board.
Offers to ask a few (2-3) questions on this topic.
Divided into groups, students compose at least three more questions on the same topic.
Before viewing, the teacher warns that some of the questions in the proposed passage may have answers. They may be expressed directly, indirectly, or not at all. The task of the students is to determine which questions in the passage will be answered.
Students review the passage.
Representatives of the groups read the questions to which they received answers.
For the remaining questions, the teacher offers to find answers in the form of homework or a group "project".
Option - the teacher shows the beginning of the passage and checks that all students understand the topic for discussion. This type of task trains speaking.
6. Biographies (20-30 minutes)
The teacher selects a passage for 5-10 minutes in which the characters communicate with each other. The passage should give answers or stimulate guesses about who these characters are, where they come from, etc. In the event that students already understand spoken language well, you can show them a longer passage or a whole movie.
Nadoske writes questions:
he What is the character's full name?
Where was he/she born?
When was he/she born?
What were his/her family like?
Explains what the passage will be about, and the students choose one of the characters. After watching, the students should write a short biography of him, starting by answering the questions written on the board.
Students watch an excerpt.
Time is given to write a biography.
After that, students in groups discuss "their" biographies in turn.
Students look at the passage again to find what confirms or refutes the assumptions made by the students. This type of task trains listening comprehension.
7. Survey of consumer opinions (30 minutes)
more The teacher selects an advertisement for a product or service that may be of interest to the students. Distributes a questionnaire, answering the questions of which you can find out how much time (per day, per week, per month) on average they watch TV.
The teacher gives a warning that he will show a commercial. On the board, write down the questions to be answered.
What is the message?
What target audience is the message aimed at?
Are you part of the target audience?
Do you find the message convincing?
Students watch ads.
Students in groups discuss their answers to the questions.
Students watch the video again to make sure they are correct.
8. Fill out a video pass (10-15 minutes)
The teacher selects a passage in which the plot line is clearly visible. Records its beginning and end (approximately one minute long).
he explains to the class that two passages will be shown. The task of the students is to write a story that connects these passages.
The students look at the first passage.
Students (in groups) discuss the situation and characters (and the representative of the group expresses the opinion of the group).
Pupils watch the second passage. The order of discussion is the same.
Compare two passages - place, events, character relationships, etc.
Each group writes a story connecting these two events.
The representative of each group reads out (or tells) his version. Students compare the persuasiveness and other merits of the story.
Students watch the entire passage, then compare their stories with the original. This type of task trains writing and listening comprehension.
9. Create a video clip (40-50 minutes)
The teacher selects a music video, preferably one that the class has not seen. The teacher writes down the words of the song, makes a questionnaire in two parts: in the first - questions on the text of the song and its performance, and in the second - on the accompanying video sequence.
Distributes words to students. The mood and content of the song are discussed.
Distributes a questionnaire. The teacher warns the class that at first they will only listen to the song, so they must answer the first part of the questionnaire.
A song is played on a tape recorder or on a video, while the image is closed.
Students in groups discuss what image they would accompany certain parts of the song (the second part of the questionnaire).
he The bands talk about what kind of video clip they would make for this song.
The teacher shows the video.
The class answers the questions: Is the video what they expected? Did anything in the pictures surprise them? Do the pictures add to their understanding of the song? Which do they prefer - listening only or watching the music video?
The video is shown again to clarify the controversial points. This task trains speaking and listening comprehension.
10. People in the news (15-20 minutes).
The teacher selects fragments of news about some famous people. Makes copies of the tablet for all students (see Table 3). Pass out the signs and explain to the class that a clip from a news broadcast about several famous people will be shown. The task of the students is to determine how they were called in the excerpt.
Naked teacher writes an example: GeorgeW.Bush, He『resident Bush, Mr.Bush, ThePresident, TheCommander-in-Chief
more Students look at the passage one or more times. Then fill in the table.
Everyone compares the results (you can call those who want to write on the board).
Students watch the passage again for the final approval of the results.
For more advanced students or groups, it is suggested to write a short biography of this person (as homework or project).
11. Reconstruction (15-20 minutes)
he Teacher chooses a passage with a clear storyline. Silent films are very well suited for this purpose.
Explains to the class that a passage will be shown in which a certain event will occur (for example, a robbery). The task of the students is to memorize as many details as possible and then put them in chronological order.
Students review the passage.
The students work in groups, discussing what they see and writing it down in the correct order. The representative of each group reads his list. The class decides
The students look at the passage again, the teacher pauses to clarify the details. You can also freeze the image and ask the students to say what will happen next. This type of task trains listening and speaking.
12. Review
It makes sense to offer this exercise only if the class understands oral speech well.
The teacher chooses a movie that the students should like. Composes questions that attract the attention of the class to whom, which is necessary for writing a review. The teacher decides how long the review should be (for example, from a newspaper). The hands out questions. Explains to students what kind of information is usually contained in a review. Discusses questions with students so that everyone understands exactly what is required of them.
Students watch the film in its entirety or in parts, if necessary.
The students then discuss the questions and answers in groups.
As homework, students write a review of the film. This type of task trains speaking and writing.
13. Debate
This exercise is also intended for groups with good language skills. This type of task trains speaking.
The teacher chooses a passage containing some idea that may cause controversy, for example - "Every old or terminally ill person has the right to a quick and painless death (euthanasia)".
The teacher writes this statement on the board.
Warns students that they will show the passage that contains this idea. Students watch an excerpt.
The facilitator explains that in the discussion everyone should speak out using arguments for and against.
He Selects two teams (2-4 people each) that will represent one or another point of view. Each team must have a captain. The captain at the beginning expresses the point of view of the team and at the end sums up.
If there is time and need, students review the passage again.
At home, students prepare their arguments. The teacher warns the students that they can use the notes, but that they cannot read from a piece of paper. Each performance is limited to 3 minutes. The class should prepare 3-5 questions for the speakers. It is desirable that the questions be based on what they saw and heard in the video clip.
In the next lesson:
Speakers sit facing the class. Each team makes its own statement.
After the presentations and debriefing, the class asks questions. At the end, the class votes on whose position was expressed more convincingly.
In the event that the task is to show the feature film in its entirety, it is imperative to give the class tasks that would make them listen to the dialogue, as well as compare the actions and actions of the characters and draw conclusions from this.
In the event that the film is a comedy, the students are given the task to write down jokes that were understandable.
If this is a detective, the film is shown up to the place where the criminal is exposed, and ask for an argumentative answer who is guilty and why they think so. This can be quite complicated, so it is advisable to watch detective stories in parts, discussing each part and drawing preliminary conclusions about the identity and motives of the crime. This does not apply to those criminal stories that begin with a crime scene (as in the Colombo series). In the event that the film tells the lives of people, you need to ask questions about their relationship. Here it is also desirable to stop from time to time and make predictions about the further development of events and the attitudes of the characters.
From the point of view of listening, view films and other documentaries seem to be easier to understand, since most of the text is read by an announcer with good pronunciation and clear articulation. In addition to checking understanding, here you can give the task to write a short article on the same or a similar topic, for example, "The most terrible catastrophe of the 20th century" or "Peculiarities of the life of South American Indians."
So, having traced the use of video in different tasks, we conclude that video programs develop almost all types of speech activity, especially speaking and listening comprehension. If we recall that in the second chapter it was said that the main goal of studying a foreign language at the senior stage is to improve all components of foreign language communicative competence, then we can conclude: video programs are really very effective precisely at the senior stage of education, they help develop students' communication skills.
14. Lesson summary using video for high school seniors
Subject: English
Theme: Feelings
he Technical equipment: finished roller, projector, screen, computer
Lesson Objectives:
1. developing
• development of memory, attention, imagination, language guesswork
• development of logical thinking, the ability to compare, analyze, generalize, draw conclusions, plan your statement
• development of abilities for independent work
• development of cognitive interest
• development of skills in the use of multimedia tools
2. educational
• improving speaking skills
• development of skills to express one's thoughts
3. educational
• development of abilities to work in a group, reach agreement, come to a consensus
• increasing motivation for learning English
During the classes:
a. The teacher chooses a passage that strongly expresses people's feelings or attitudes, but very little or no dialogue. Explains to students that the passage they are about to see expresses strong feelings, but the characters speak little. The teacher asked them to compose an internal monologue, where feelings would be expressed in words.
b. Students review the passage, if necessary, twice.
This chapter examined the impact of the use of video materials on increasing the level of motivation of 4th grade secondary school students in the English lesson. In this paper, video materials are understood as one of the types of technical teaching aids that provide the function of transmitting information, as well as receiving feedback in the process of its perception and assimilation with the aim of subsequent development of certain skills in students in English lessons (including speaking). Video materials used in English lessons must be authentic, i.e. created by native speakers, while they often may not be of a teaching nature, not related to the learning process.
We also found out that the use of video recordings in English lessons contributes to the individualization of learning and the development of motivation for the speech activity of students.