TEACHING VOCABULARY THROUGH MOVIES TO IMPROVE STUDENTS VOCABULARY MASTERY

1 TEACHING VOCABULARY THROUGH MOVIES TO IMPROVE STUDENTS VOCABULARY MASTERY Lydia Amalia, Ujag Suparma, Mahpul lydiaamalia10@gmail.com Eglish Departmet, Lampug Uiversity Peelitia ii bertujua: i) utuk megetahui peigkata peguasaa kosakata siswa setelah mereka diajarka melalui movies sebagai media pembelajara ad ii) utuk megetahui kesulita siswa yag berkaita dega pelaksaaa megguaka movies. Peelitia ii megguaka desai oe group pretest da posttest. Tes kosa kata da iterview diguaka utuk pegambila data. Data ii di aalisis meggualka repeated measured T-test yag maa tigkat sigifikasi ditetuka oleh p<0.05. Subyek peelitia ii 24 siswa dari kelas satu pada SMPN 26 Badar Lampug. Hasil peelitia meujukka bahwa adaya peigkata atara pretest da posttest. Dega level sigifika adalah p<0.05 (p=0.000). Selajutya, kata sifat merupaka aspek yag meigkat diatara aspek yag laiya. Peemua kedua megugkapka bahwa siswa merasa sulit utuk memahami kata-kata atau frasa yag sulit, pegucapa peutur asliya da tigkat kecepata peutur asliya. Meskipu siswa meemuka kesulita, siswa mampu meigkatka peguasaa kosakata. Dari hasil yag di dapat, di simpulka bahwa movies direkomedasika utuk diguaka sebagai alteratif media dalam megajar kosakata. The aims of the research were: i) to fid out the improvemet of studets vocabulary mastery after they were taught through movies as the media of istructio, ad ii) to fid out the studets difficulties with respect to the implemetatio of movies. The research used oe group pretest ad posttest desig. The vocabulary test ad iterview were used to collect the data. The data were aalyzed by usig repeated measured T-test i which the sigificace level was determied by p<0.05. The subjects of this study were 24 studets from the first grade studets of SMPN 26 Badar Lampug. The result showed that there was a statistically sigificat improvemet of the studets mea score betwee the pretest ad the posttest with sigificat level p<0.05 (p=0.000). The secod fidig revealed that the studets foud it hard to uderstad the difficult words or phrases, the ative speakers prouciatio, ad the ative speakers speed rate. Eve though the studets fid difficulties, the studets are able to improve their vocabulary mastery. This suggests that movies ca be used as alterative media i teachig vocabulary. Key words: vocabulary mastery, improve, movies

2 INTRODUCTION Vocabulary is oe of the Eglish compoets that eeds to be mastered by the learers. People use vocabulary to express their opiios, ideas, ad feeligs. Whe someoe has a lot of vocabulary, he or she could express their opiios, ideas, ad feeligs effectively. I cotext of learig foreig laguage, vocabulary meas a basic kowledge ad useful material i the form of words which are always used by learers i learig a certai laguage. Camero (2001) stats that vocabulary as oe of the kowledge areas i laguage, plays a great role for learers i acquirig a laguage. It meas that, vocabulary is the cetral ad very importat compoet i learig a foreig laguage. With a limited vocabulary oe has a limited uderstadig i terms of listeig, readig, speakig, ad writig. Therefore, vocabulary mastery must be the first priority i Eglish teachig ad learig. I Idoesia govermet, Eglish is cosidered as the first foreig laguage which is taught formally from Juior High School through Seior High School i Idoesia educatio system. I the Curriculum 2013 for Juior High School, learig Eglish is ot oly i the class but also at home ad society. The studets must be active to explore may sources to icrease their kowledge. As stated i the Guidelies of SMP Curriculum of Eglish, graduatio of Juior High School is expected to master vocabulary i order to be able to commuicate whether i spoke or writte form. The first year studets of Juior High School are expected to master 1000 words after fiishig their study. However, sice Eglish is ot Idoesia atioal laguage, to master vocabularies of foreig laguage by learers is difficult. May studets fid problems i masterig it. Based o the researcher s experiece i teachig traiig at SMPN 1 Bagurejo i 2016, it was foud that most of the studets have big problems i learig Eglish. Oe of basic problems is lack of vocabularies. It is also i lie with the preobservatio i SMPN 26 Badar Lampug, the teacher says that the studets get problem i uderstadig the difficult words or phrases. It happes because they may lack of vocabulary. Besides, the studets easily got bored, more passive, ad worried to lear Eglish because the Eglish teacher lack of ability i usig media, especially i teachig vocabulary. Eglish teacher oly used text book ad white board i teachig learig process. They just pay attetio to what the teacher s explaatio or rewrite the vocabulary that s writte by the teacher o the white board. The teacher just force the studet to memorize some words, as a result, it makes studet ca ot memorize some words well. I learig a laguage, vocabulary becomes the most importat thigs to be improved whe the learers wat to be success to improve their skill. Thorbury (2002) states that teachig words is a crucial aspect i learig a laguage as laguages are based o words. Whe the studets have a lot of vocabulary they would make more words to express their ideas. Vocabulary should be leared ad skills should be practiced. Teachig vocabulary is the studyig secod laguage because vocabulary is the basic material to master the four laguage skills that is speakig, readig, writig ad listeig. Without uderstadig ad mastery vocabulary, the studets get difficulties to studyig Eglish laguage. Vocabulary is also a importat factor i all laguages. Schaefer (2002) states that good vocabulary teachig is the creatio of cotext i which studets costatly use relevat vocabulary i their readig, listeig, writig, ad speakig. Without a sufficiet vocabulary, studets caot commuicate effectively or express their idea i both of oral ad writte form. Based o the backgroud above, the researcher iteded to fid out the improvemet of studets vocabulary mastery after they were taught through movies as the media of istructio ad to fid out studets difficulties with respect to the implemetatio of movie. Therefore, vocabulary mastery o cotet word that represeted the describig people, thigs, aimals were used i this research. The

3 iterview was coducted i this research after the studets got the treatmets of learig vocabulary through movies. The researcher used iterview i order to kow the studets difficulties i learig vocabulary through movies. Beside it was a ew thig to observe, this research also could be useful for teacher to teach vocabulary ad improve studets vocabulary mastery. METHOD The research used oe group pretest ad posttest desig. The subjects of this research were 24 studets from VII G of SMPN 26 Badar Lampug i the secod semester of 2016/2017 academic year. The istrumets of this research were vocabulary test ad iterview. The researcher chose the materials for the studets based o the syllabus of the secod semester for first grade of Juior High School. This research used the result of the tryout test to measure the validity, reliability, level of difficulties, ad discrimiatio power of the tests. The total items of the tryout test was 50 items. The reseacher checked the studets vocabulary achievemet by givig two vocabulary tests to the studets. The vocabulary tests were pretest ad posttest. There were 40 items icludig the etire topics: describig people, thigs ad aimals. The data aalyzed by usig Repeated Measure T-Test of SPSS (Statistical Package for Social Sciece) versio 16.0. The iterview was coducted i this research after the studets got the treatmets of learig vocabulary through movies. The researcher used iterview i order to kow the studets difficulties i learig vocabulary through movies. RESULT The result from the calculatio by usig Repeated Measure T-Test (SPSS 16.0) showed that there was a statistically sigificat improvemet of the studets mea score betwee pretest ad the posttest with level sigificat 5% ad degree of freedom 23. It meat that t-value was higher tha t-table. Therefore, it could be stated that H 0 was rejected ad H 1 was accepted. The sig 2-tailed was 0.000 (<0.05) which was lower tha 0.05. It could be see from Table 1 ad Table 2. Table 1. The Mea Scores of Pre-test ad Post-test Paired Samples Statistics Pair 1 prete st postt est Mea N 69.375 0 Deviatio Error Mea 24 9.85906 2.01247 48.291 7 24 12.7295 6 2.59841 Table 2. Result of Studets Vocabulary Achievemet Pa ir 1 po stt est - pr et est Mea Paired Samples Test Paired Differeces Dev iatio 2.10 8.32 833 449 E1 Erro r Mea 1.69 923 95% Cofid ece Iterval of the Differe ce Lo we r 17.5 68 21 Up per t 24. 12.4 598 08 46 df Sig. (2- taile d) 23.000 Therefore, there were aspects of vocabulary (cotet words): ous, verbs, adverbs ad adjectives. The table below shows the improvemet of studets vocabulary achievemet i each aspect. Table 3. The Improvemet of Aspects of Vocabulary N o. Aspects of Vocabu lary Me a Sco re of Pre - test Me a Sco re of Pos t- test 18. Ga i Perce tage (%) 1. Nous 12. 27% 6 1 5.5 2. Verbs 11. 15. 3.6 18%

4 3. Adverb s 4. Adjecti ves Total 49. 1 7 3 13. 15. 10% 1 2 2.1 11. 20. 9 45% 7 7 69. 20. 100% 3 2 Table 3. shows that the average score of the studets who aswered correctly of the aspect of vocabulary, that is ous, improved from 12.6 i the pre-test to 18.1 i the post-test. The average gai from pre-test ad post-test was 5.5. For the secod aspect, verbs improved from 11.6 i the pre-test to 15.3 i the post-test. The average gai from pre-test ad post-test was 3.6. The, for the third aspect, adverbs improved from 13.1 i the pre-test to 15.2 i the post-test. The average gai from pre-test ad post-test was 2.1. The last aspect, adjectives improved from 11.7 i the pre-test to 20.7 i the post-test. The average gai from pre-test ad post-test was 9. Based o the result of the improvemet of studets vocabulary mastery for each aspect of vocabulary, it was foud that the aspect got the highest improved was adjectives. It improved from 11.7 i the pre-test to 20.7 i the post-test. The, the aspect that has the lowest score was adverbs. It improved from 13.1 i the pre-test to 15.2 i the post-test. Furthermore, to fid out the studets difficulties, the table below explaied the result of studets aswer of the iterview, especially i aswerig what difficulties they were faced with respect to the implemetatio of movies to improve vocabulary mastery. Table 4. Studets Difficulties with Respect to the Implemetatio of Movie N o. Studets Difficultie s 1. Hard to uderstad ig the difficult words or phrases. 2. Hard to uderstad ig the Freque cy Perce tage 11 45.8% 3 12.5% ative speakers prouciat io. 3. uable to 5 20.8% keep up with the ative speakers speed rate. Total 19 79.1% Table 4. shows that the studets difficulties with respect to the implemetatio of movie. Based o the result of the iterview, the researcher foud that there were 19 studets or 79.1% of the 24 studets or 100% mostly faced several problems such as, hard to uderstadig the difficult words or phrases (45.8%), hard to uderstadig the ative speakers prouciatio (12.5%) ad uable to keep up with the ative speakers speed rate (20.8%). DISCUSSION The result of the research showed that the studets vocabulary mastery improved after taught through movies. The studets mea score after beig taught through movies icreased from pretest ad posttest sigificatly. Besides, the results also support the previous research fidigs of Rahma (2012) states that there is a sigificat correlatio betwee studets frequecy of watchig Eglish movie ad their vocabulary mastery. Movies as moder method were effective media used by teachers for better learig. As Harmer (2001: 282) state that movie ca be used as a visual aid i the teachig ad learig process. Eglish teachers felt that usig moder method such as movie i teachig ew words makes the learig process ejoyable ad memorable. Eglish teachers also foud that visual elemets ca motivate studets for better learig. The statemets are i lie with this research that the studets who were beig taught through movie ejoyed ad easily to memorize the ew words ad caused the improvemet of the studets vocabulary mastery.

5 Based o the result of iterview, the difficulties mostly faced by studets to the implemetatio of movies were hard to uderstadig the difficult words or phrases, hard to uderstadig the ative speakers prouciatio ad uable to keep up with the ative speakers speed rate. The situatio is supported by Nurhaifah (2012), almost all of the studets problems i learig all Eglish laguage skills. The studets most commo problems i learig Eglish were related to the problems i catchig what is beig spoke by the speaker, prouciatio, vocabulary, ad so o. Hard to uderstadig the difficult words or phrases became oe of the studets problems i learig vocabulary through movies. Most of studets who were iterviewed stated they felt difficult to uderstad the words they heard. It happeed because they were lack of vocabulary. As the result, they felt difficult to catch the meaig of some ucommo word such as tail, feather, blod hair ad lick. There were 11 studets who aswer that they do ot kow the meaig i the movie, such as Kesulitaya tidak megetahui artiya Miss. It is i lie with Mukti (2012) who states that vocabulary mastery is the ability to use kowledge of words that are taught whe studets are learig a foreig laguage ad it is ot oly uderstadig the meaig of words, but also havig o difficulty i prooucig, spellig ad usig them. The researcher also foud that prouciatio was aother studets difficulty that faced durig the treatmet of teachig vocabulary through movies. The results are also i lie with Thorburry (2002) who proposes some factors that make some words more difficult tha others ad might be problematic for the studets. Prouciatio, grammar ad meaig are the most problems that studets have durig the learig process. Potetially difficult words will typically be those that cotai souds that the studets have ot bee familiar with the prouciatio of ative speaker. There were three studets who still got difficulties to uderstad because usig the soud of ative speakers i watchig the movie. For example, wear was proouced /wir/ whereas the ative speaker said /we(ə)r/. This problem occurred because they usually dictated the material whe learig vocabulary. As the result, whe the researcher iterviewed the studets, most of them said that prouciatio made them cofused, such as Gak gerti di video itu oragya gomog apa Miss. I iterview, there were five studets who uable to keep up with the ative speakers speed rate, the studets said that the speech was too fast. Their disability to cotrol how quickly a speaker speaks made them difficult to recogize or idetify the utteraces. They are so busy focusig o the meaig of oe part of they hear thus missig the ext part. As Berma (2002) said that what studets should do is to pay attetio of the speaker ad idetify the poits. Based o the iterview, whe the researcher iterviewed every studet by askig a questio i order to kow the studets difficulties to the implemetatio of movies, such as Apa kesulita yag kamu hadapi selama belajar megguaka movies? Cotohya seperti apa?, they said that Ngomog ya cepet-cepet Miss, jadi susah artiiya. I this research, the researcher used the speech of foreigers as the materials, so for them it was hard to uderstad. This problem foud because the seldom listeed the ative speakers spoke. I short, movies had good impact o studets vocabulary mastery. By usig movies, studets could see ad liste the movie ad caused the improvemet of the studets vocabulary mastery. Therefore, their uderstadig did ot oly come from the explaatio but also come from what they see ad hear. The all aspects of vocabulary (cotet word) were improved ad adjectives became the most improved the ous, verbs ad adverbs. Based o the result of iterview, the difficulties mostly faced by studets to the implemetatio of movies were limited vocabulary mastery, low capability of uderstadig the ative speakers prouciatio ad low capability of the ative speakers speed rate. CONCLUSION After coductig the research at the first grade studets of SMPN 26 Badar Lampug ad

6 aalyzig the data, the researcher cocluded a major coclusio. Movies could improve the studets vocabulary mastery ad movie was able also i improvig aspects of vocabulary (cotet words). Learig vocabulary through movies helped the studets to fid ad memorize the meaig of vocabulary easily because they ca see ad hear directly. Therefore, by usig movies as visual media they might be easier to comprehed Eglish vocabulary. Based the result of iterview, the researcher foud out that the difficulties mostly faced by studets were hard to uderstadig the difficult words or phrases, hard to uderstadig the ative speakers prouciatio ad uable to keep up with the ative speakers speed rate. SUGGESTIONS Some suggestios could be listed as follows: 1. I this study, the researcher apply movies i teachig vocabulary dealig with describig people, aimals, ad thigs of sigle words i form of cotet words (ous, verbs, adverbs, ad adjectives). For the ext researcher who will apply this media i laguage teachig, it is importat to be cosidered to use this media i other topics developed other skills ad laguage compoets. I additio, the ext researcher is also suggested to use movies as media i teachig vocabulary with differet research desig or approach. 2. Eglish teachers are recommeded to apply movies sice movies as a alterative media i order to help studets i developig ad improvig their vocabulary mastery, ad also be used for other subjects. 3. Based o the result of the iterview, the researcher foud the studets difficulties durig the learig process, the studets difficulties with respect to the implemetatio of movie durig the treatmet process, they were hard to uderstadig the difficult words or phrases, hard to uderstadig the ative speakers prouciatio ad uable to keep up with the ative speakers speed rate. The ext researches are recommeded to ivestigate the way to overcome the studets difficulties. REFERENCES Berma, M. 2002. Advace listeig: Listeig strategy guide. Copyright 2002, Dyed It eratioal Ic. Jauary 2002 available at http://www. Dye. com/pdwf/study-guides/sage Publicati os. Camero, L. 2001. Teachig laguages to youg learers. Cambridge:Cambridge Uiversity Press. Harmer. J. 2001. The practice of Eglish lagua ge teachig. Lodo: Pearso educatio Limited. Mukti, A. P. 2012. Improvig studets vocabulary mastery usig cartoo films. Upublished Thesis. Surakarta: Sebelas Maret Uiversity. Nurhaifah, D. 2012. The problems of the secod grade studets of SMPN 4 Malag i learig Eglish ad the efforts made to overcome them. S-1 Thesis. Eglish Departmet, State Uiversity of Malag. karya-ilmiah.um.ac.id. Retrieved o 7 th November 2016. Rahma, A. 2012. Correlatio betwee freque cy of watchig Eglish movies ad vocab ulary mastery of the secod grade stude ts of MAN 1 Semarag i the academic y ear of 2011/2012. Upublished Thesis. S emarag: Istitut Agama Islam Negeri Walisogo. Schaefer, P. 2002. The practice: Vocabulary developmet. The Educatio Alliace at Brow Uiversity. April, 2009. http//:www.kowledgeloom. org Thorbury, S. 2002. How to teach vocabulary. Oxford Shire: Logma Pearso Educatio.