Short Films in the EFL Classroom: Creating Resources for Teachers and Learners

Hameed, Paikar Fatima Mazhar

doi:10.7575/aiac.ijalel.v.5n.2p.215

Cited by 5 publications

(5 citation statements)

References 2 publications

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“…Besides, there is evidence that short videos can help students get excited about learning a new language (Madiyoh et al, 2018). Hameed (2016) also reported that even with a small sample size of only fifty students, the study shows that the use of short films in English language education has a significant impact on students' learning results. Irmanda et al (2021) revealed that students became interested in English short films because of the film's audio-visuals.…”

Section: Figure 2 Experimental Class Speaking Score Distributionmentioning

confidence: 82%

The Effect of Fiction Short Movie on Students’ English Speaking Ability

Riswanto,

Serasi,

Salandega

et al. 2022

ERJEE

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The purpose of this research is to investigate whether or not students' students' speaking skills may be improved by watching short films. Quantitative research using a quasi-experimental design is the method that was used for the study. All of the pupils in the second grade at SMP A'isyiyah Pagaralam in South Sumatra, Indonesia, make up the population. This research was conducted with the participation of forty different students. It was decided that 20 students from Class A would make up the experimental group, and the remaining 40 students from Class B would serve as the control group. The method of data analysis makes use of a prerequisite test, specifically the normality test and the homogeneity test, and the final test is hypothesis testing. According to the findings of the research that was carried out, there is an effect in the use of short movies as a medium for improving students' speaking ability.

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Section: Figure 2 Experimental Class Speaking Score Distributionmentioning

confidence: 82%

The Effect of Fiction Short Movie on Students’ English Speaking Ability

Riswanto,

Serasi,

Salandega

et al. 2022

ERJEE

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“…Based on the explanation above, short movies used as learning media to write short story leads to a more interactive language, so that it can effectively help students easily imagine and apply it to written language. In line with this, Hameed (2016) stated that "a visual media in the form of a movie provides an opportunity for a total immersion experience that is impossible to simulate in an environment. Audio visual aspects in movie media have an influence on students' emotional intelligence in learning.…”

Section: Activitiesmentioning

confidence: 99%

Elementary Teacher Education Students’ Short Story Writing Skills through Creative Writing Learning for Short Movie Making

Fauzi¹,

Pratama²

2021

msd

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Short story writing skill (short stories) for elementary teacher education students at Cimahi City campus is one of the productive language skills that are said to be still very difficult, considering the skill to write requires multi skills that involve cognitive skills, cognitive meta, experience, imagination, and the preparation of words and sentences accordingly. Hence, this digital era should be able to make students skilled in utilizing digital devices and products as a medium that helps facilitating them in honing their short story writing skills, one of which is through digital products in the form of short movies. The purpose of this research is to know and elaborate the elementary teacher education students’ skills to write short stories of through short movie making activities in creative writing. This study employs descriptive qualitative through triangulation of data obtained from observations, tests, questionnaires, and documentation. The results showed the students’ skills to write short stories through short movie making activities, it was obtained based on the indicators of short story writing that had been achieved, namely: the suitability of story content, story development creativity, presentation of the plot, characters, point of view, diction, plot, and writing spelling.

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“…Education as transformation has transformed methods of learning and teaching, making them more entertaining and productive and YouTube has recently received much attention from scholars and instructors as an instructional tool. Hameed, P. F. M. (2016). The new internet-based language learning modes have long been described as dependable sources.…”

Section: Introductionmentioning

confidence: 99%

“…The rise of the internet gave scholars the opportunity to learn the language through fun and fun activities. According to Halic et al, (2010); (Deng & Yuen, 2010); Hameed (2016); Albahlal (2019) YouTube is an online education platform that makes it easy for students to keep content and push them to learn by means of videos, film and images can improve student's language skills. The challenges face relating to instructors, strategy and facilities most of English teachers are still repetitive in teaching English; instead of teaching materials they give too much attention to the topic of what they teach.…”

Section: Introductionmentioning

confidence: 99%

How Mr. Bean Film Influence Student’s Engagement in Learning Tenses

Muthmainnah,

Ibna Seraj,

Al Yakin

et al. 2023

Engl. Franca acad. j. of Engl. lang. and educ.

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This research concentrates to analyze student’s engagement in learning English in online environment amid Covid 19. Mr. Bean film used in this study to help students understand English tenses for EFL classroom. A random choice of English subject was made with 21 students from Technique Information of Computer Science faculty at Universitas Al Asyariah Mandar Indonesia. The English tenses content and language level difficulty based on a Mr. Bean film was chosen in teaching were: simple present tense, present continuous, Present perfect, past simple. They looked at the Mr. Bean film, analyze the tenses, re write the tenses in sentences then create their own tenses. After the film, the participants replied to material understanding and questions by retelling on their video. The collected data were subject to descriptive qualitative. The findings showed that Mr. Bean film have a positive effect on English understanding of tenses content. It can be argued that the participants better understand the English tenses with film. In addition, it is found in this study student’s engagement increase and they were motivated to learn English tenses. The teacher's pedagogy is to use a certain Mr. Bean film to enhance the student’s motivation, engagement and help to be easier to understanding tenses.

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Short Films in the EFL Classroom: Creating Resources for Teachers and Learners

Cited by 5 publications

References 2 publications

The Effect of Fiction Short Movie on Students’ English Speaking Ability

The Effect of Fiction Short Movie on Students’ English Speaking Ability

Elementary Teacher Education Students’ Short Story Writing Skills through Creative Writing Learning for Short Movie Making

How Mr. Bean Film Influence Student’s Engagement in Learning Tenses

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