Celluloid poetry as authentic materials for the integration of contemporary skills

Linguistic instructions require receptive skills for the emergence of productive skills where the first include listening and reading and the second consist of speaking and writing without mentioning the relevant presence of visualization skills depending on how the instructions are processed in the classroom. Between these four skills lies the core of learning, which is grammar. In a curriculum where grammar is embedded among the four skills, teachers must apply their initiatives based on what is abundant in the students’ real-world environment.

All teachers should be aware or even involved in what interests the students, taking into account the advent of various forms of social networks to create valuable instructional materials from them without ignoring the principles of what a good tool also does. education in language learning. as the standards of use of authentic materials.

One of these that the writer was able to conceptualize as possible materials is poetry presented in celluloid forms. It is called poetry on celluloid because the poems are presented through film or video. The themes of the poems that are presented are interpreted in the form of sounds and images, such as photos or clips, and are emphasized by the passages written in each part of the video. We can say that it is a film poetry different from the poems that were traditionally written. This video poetry can possibly bring out the principles behind authentic materials in classrooms.

Celluloid poems are perceived as possible instructional materials for the integration of language skills among 21st century students, since they incorporate the criteria established by Richards (2001), who stated that authentic materials provide favorable results in motivating students. students, offer authentic cultural information, expose students to the language. . In these contexts, we can say that contemporary materials and creative styles of instruction are tailored to the timely interests of students.

To establish the proximity of this instructive concept to poetry in its entirety on celluloid, some digital, linguistic and literary features have been observed. The most important features of celluloid poetry in integrating skills during grammar learning could be its digital and linguistic aspects.

The digital aspects of celluloid poetry allow the use of reading (subtitles/poetry passages) and even listening (narrations/dialogues or even sound related to the themes of the poems) not to mention the advantageous brevity of length when are seen or used in the classroom. When it comes to its linguistic aspects, the grammatical contents help in the transmission of thoughts or meanings of the poems. Of the two receptive skills, productive skills will be introduced: speaking and writing. However, when we talk about language learning skills integration, it is not necessary that all four skills are present in the learning process. It may depend on the instructional materials as well as the learning objectives.

Teachers should also be aware of the relevant additional skill visualization skill. Using celluloid poetry as an instructional tool requires visualization skills in order to manipulate receptive skills to stimulate and enhance productive skills.

How does the Integration of skills in Poetry on Celluloid work? Here is an example of an activity to illustrate.

Linguistic focus: word modifiers (adjectives/adverbs)
Material: Poetry on celluloid:
Reference: YouTube Video: Episode 28- Crossover of a Singer
Instruction: Watch the poetry film (visualization). Recognize the words used to express the idea of ​​the poem (reading).

Goals:

At the end of this session, students are able to:
1.Cite (15) places where the character has crossed and give descriptions used in these places (speaking).
2. Identify the modifiers and the words that are modified by completing the given table (reading and writing).
3. Write a caption that relates to the topic of the poetry using a sentence that contains a modifier (writing)

To be specific, celluloid poetry as authentic teaching material can offer observable benefits in practice for students’ engagement with the integration of language skills.

1. May incorporate varied language skills as visualization skills support
process.
2.Uses visualization skills as a main support while improving language learning.
3. The linguistic approach that was integrated into the grammar lessons can be put into practice through the integration of skills.
4. You can place learners in real-world material while manipulating the language through your receptive and productive skills.
5. Could produce desirable language learning outcomes through purposeful activities or exercises conceptualized by teachers’ creativity.
6. It obviously contains numerous linguistic approaches where the integration of skills can be manipulated through Task-Based Language Instruction (TBLT) or even through Content-Based Language Instruction (CBLI), depending on the nature and nature of the material.
7. Speed ​​reading can also be improved due to the appearance of the passages on the screen along with the images in which the teachers also apply various dimensions of questions such as literal, inferential and critical.
8. While intended for entertainment, the forms and structure of language that are embedded could be springboards for exploring skill integration, not to mention the presence of sights and sounds that can spur language teachers’ innovation to create materials more stimulating and effective.

Aside from the benefits of celluloid poetry in integrating skills, there are practically general advantages it offers to the engagement of teachers and students with language instruction.

General benefits of celluloid poetry for students’ language learning process

1. Entertains while improving their orderly thinking skills based on content and structure.
2. Attends to various learning styles or situates them to manipulate multiple intelligences.
3. It takes them to the language learning of the 21st century, where digital knowledge is a form of entertainment and, at the same time, stimulates cognitive learning. This concept links and supports the digital taxonomy of goal principles.
4. It can also be used for students’ vocabulary development where brainstorming, affixes, word structures, relationships and meanings are highlighted.
5. Sounds and images provide additional clues for the understanding of thoughts, for example, vocabulary studies and thematic analysis.

General Benefits of Celluloid Poetry for Language Instruction for Teachers

1. To the perceptions of innovative teachers, it is an instructional material disguised as a vlog or form of entertainment.
2. It could enable language educators in planning and designing the curriculum.
3. Teachers can find ways to cater for the varied learning styles or multiple intelligences of students.
4. They present conformity with the language teaching of 21st century teachers by enhancing digital awareness in strengthening students’ social cognition and at the same time increasing their students’ orderly thinking skills.
5. Teachers have the opportunity to introduce Task Based Language Instruction (TBLT) or even through Content Based Language Instruction (CBLI).
6. Can provide independent learning approaches.
7. It can help teachers to provide an interactive teaching environment.
8. Teachers apply theories/techniques to real world materials.
9. It could motivate students’ awareness through visual and sound representations.
10. It can allow teachers to introduce organizational ideas such as sequencing.
11. Teachers can choose a variety of materials suitable for students.
12. Teachers can apply the technique of guided language learning through the use of questions and other possible creative techniques.
13. Teachers immerse themselves as digital natives where technology becomes part of the pedagogy.