saga Vol.
3 No.
1, 2022
P-ISSN: 2715-7512.
E-ISSN: 2716-0246
doi: http://doi.
org/10.
21460/saga.
THE IMPLEMENTATION OF SHORT ENGLISH MOVIE
TO IMPROVE STUDENTSAo VOCABULARY MASTERY IN INTERPRETIVE LISTENING CLASS
1,2,3
Densiana Tnomat1.
Marthisa O.
Billik2*.
Tri Buce J.
Banu3 Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) SoE.
Indonesia *marthisabillik@gmail.
Received: 15 November 2021 Accepted: 15 December 2021 Abstract This paper aims to investigate the effectiveness of short English movies to improve studentsAo vocabulary mastery in Interpretive Listening class.
The participants of this Classroom Action Research were 15 students taking an Interpretive Listening class at STKIP SoE.
The instruments of data collection were pre-test, post-test, and observations.
The findings indicated that short English movies were effective teaching media to improve studentsAo vocabulary mastery.
Keywords: Listening, short English movies, vocabulary INTRODUCTION Mofareh .
said that vocabulary learning is an important aspect of learning a foreign language.
Supporting MofarehAos statement.
Sabuna.
Ndun and Billik .
stated that AuEnglish vocabulary is important for English education department students because, in teaching and learning process, students need to have broad vocabulary repertoire to understand the lessonsAy.
In addition.
Richards .
posited that vocabulary is one of the competencies of language and one of the first things applied linguistics turned their attention.
Furthermore.
Hornby .
defines vocabulary as a total number of words that make up a language with definition or translation.
Based on the definition proposed by experts above, vocabulary can be defined as a set or a total number of meaningful words that are used by students as a basic element in learning English.
Vocabulary is an important aspect of English to be concerned to master the four skills of the English language.
Despite its importance, mastering vocabulary is not easy.
This became obvious when the researchers observed the teaching-learning process in Interpretive Listening Class.
She found out that lack of vocabulary was one of the factors that caused the students to struggle in understanding native speakers in news or songs.
Vol.
February 2022 Densiana Tnomat.
Marthisa O.
Billik, and Tri Buce J.
Banu To overcome this problem, the researcher tried to use short English movies as teaching media to improve studentsAo vocabulary mastery.
According to Wiranata .
, teachers should try to use teaching media such as short English movies to improve the studentsAo vocabulary in learning English.
This is because short English movies may make students interested in learning English.
Meanwhile.
Azhar .
stated that Aushort movie as the picture in a frame where frame by frame is projected trough the projector lens mechanically so that the picture in the screen looks aliveAy.
It means that short movie is a good way because through movie students can enjoy and easy to get new vocabulary.
Furthermore.
Merry .
stated that short English movie can teach people about history, science, human behavior, and other subjects.
Some movies combine entertainment with education, making the learning process more enjoyable.
means that through short English movies students are able to learn many ways in every context to improve their vocabulary mastery.
The researcher chose to conduct a study in listening class because listening acts as a complement to other skills especially speaking skills.
According to Anderson and Lynch .
many people cannot communicate face to face unless the two types of skill are developed side by side.
It means that without good listening skills usually, people cannot speak fluently with others, they need listening skills to help them understand what other says.
Many studies concerning the use of short English movies have been conducted.
For example.
Amalia.
Suparman, and Mahpul .
conducted a study which investigated whether the use of short English movies can increase studentsAo vocabulary in learning English.
Vocabulary tests and interview were used to collect data.
The subjects of this study were 24 students from firstgrade students of SMPN 26 Bandar Lampung.
The result of this study showed that the students found it difficult to understand the difficult words or phrases, the native speakersAo pronunciation, and the native speakersAo speed rate.
However, after being taught using short English movies the students were able to improve their vocabulary mastery.
Another study was carried out by Juventini .
, the researcher used short English movie as the media to teach students to improve their vocabulary.
This study was conducted by using Classroom Action Research (CAR), and the participants were the first-year students of MTS Al-Intishor Tanjung Karang in the academic year 2012-2013.
The instruments used in this research were questionnaires and tests.
The aim of using the questionnaire in this research was to know how the students responded about the teaching media applied and Classroom Action Research (CAR) method was used to know whether students were successful or not in learning vocabulary using short English Movie.
Lastly, a study concerning the use of short English movie in improving listening comprehension was done by Putriani.
Sukirlan, and Supriyadi .
The objective of this research was to find out whether there was any significant increase in students listening comprehension achievement after being taught using movie in the classroom.
This research was conducted at the first-grade students of SMAN 1 Natar Lampung Selatan.
This quantitative research applied one group pretest and post-test design.
Using the above-mentioned studies as references, this study was conducted in the 2nd-semester students of STKIP SoE, especially in interpretive listening class.
The instruments to collect saga.
Vol.
February 2022 The Implementation of Short.
the data of this study were an observation checklist, pre-test, and post-test.
In this study, the researcher focused on vocabulary mastery improvement after the students were taught using short English movies.
The study aims to answer the research question: AuHow is the studentsAo
vocabulary improved after the implementation of short English movies in Interpretive Listening Class? Au
METHODS
Research design Since the researcher is not an English teacher, she needed help from an English teacher in conducting this research.
That is why the design of the research was collaborative Classroom Action Research.
Burns .
stated that CAR can be a valuable way to improve our teaching skills and get more understanding of ourselves as teachers, our classroom, and our students.
In collecting the data researcher did 2 cycles.
The data collection procedure was done by doing the activities in Figure 1.
Figure 1.
Two Cycles of CAR (Steadman, 1.
The first stage was planning, the researcher discussed with the lecturer who taught the Interpretive Listening class.
The researcher cooperated with the lecturer to prepare everything related to this research such as lesson plans, materials, the questions for pre-test and post-test, observation checklist, and the media to be used in this research.
The second stage was acting, the researcher taught the students using short movies as mentioned in the lesson plans.
After that, the researcher gave a test related to vocabulary in the movie.
The next stage was observing.
This stage was about the process of gathering all relevant data concerning aspects during the implementation of the action.
The last stage was reflecting.
At the end of the teaching and learning process in the first cycle, the researcher evaluated the result of the studentsAo ability after the test and if it was not improved then the researcher came to re-planning everything to come to cycle II.
Participants The participants of this research were15 2nd-semester students of English Education program in STKIP SoE who took Interpretive Listening class.
The researcher intended to see the improvement of studentsAo vocabulary mastery after short English movies were used as parts of classroom activities.
The researcher chose the context because it was important to establish the students to learn English vocabulary mastery by using a new teaching media as a short English saga.
Vol.
February 2022 Densiana Tnomat.
Marthisa O.
Billik, and Tri Buce J.
Banu
FINDINGS AND DISCUSSION
This section covers the findings and discussion of this research.
First, the researcher discussed the findings of the first cycle: the result of pre-test and post-test 1.
Then, she described the findings of the second cycle namely the result of post-test 2.
First cycle First, in the planning stage, the researcher and the lecturer designed the lesson plans and prepared short English movies as teaching media.
Next, the researcher determined the criteria of learning success.
Finally, the researcher evaluated the studentsAo vocabulary mastery.
The scores of the studentsAo pre-test were shown on Table 1.
Table 1.
The result of studentsAo vocabulary Mastery pre-test
Name
Indicators Total Students Score
Fluency Vocabulary Pronunciation Stress
TOTAL
As shown in the table, the mean score of the pretest was 67, 46 which means that the studentsAo vocabulary mastery was still low.
The researcher also found out that only 26% of the students passed the Minimum Mastery Criteria (KKM) and 76% of them still had low vocabulary mastery.
Based on the result of the pre-test, the researcher planned to apply the short English movie as the media to solve the problem.
By designing the lesson plans, preparing material, and also short English movies.
It is hoped that it can be used in improving studentsAo vocabulary mastery.
StudentsAo first post-test scores were shown in Table 2.
Table 2.
Result of the first studentsAo vocabulary mastery post-test Name Fluency .
Indicators Vocabulary Pronunciation Stress Total Students Score Vol.
February 2022 The Implementation of Short.
Name
Indicators Total Students Score
Fluency Vocabulary Pronunciation Stress
TOTAL
It can be seen in the table, the studentsAo vocabularies score after implementing the short English movie as a media is 74, 00.
Although the studentsAo mean score advanced from 67, 46 to 74, 00, after the treatment in cycle 1 but, just 53, 33% who passed the KKM then 46, 6% still had low of vocabulary mastery.
So, the researcher decided to do the second cycle and expected to improve all of the studentsAo vocabulary mastery in the next cycle.
Second cycle In the second cycle, the researcher conducted the teaching and learning process and engaged the students more to get a better result that was significant in the implementation of short English movies to improve studentsAo vocabulary mastery.
The researcher gave the short English movie as the teaching media or treatments.
After that, the researcher gave the exercises for students as the post-test two and the students did their exercises well.
The assessment of the studentsAo vocabulary after being taught by teaching media by post-test .
ycle II) is in the table below.
The researcher coded the indicators in vocabulary mastery as Fluency when the students convey the material.
Vocabulary when the students got the new vocabulary from the English movie.
Pronunciation when the students presented their assignment, and stress when students put emphasis on the English words.
Table 3.
The Rubric score of studentsAo vocabulary mastery on cycle II Name Fluency .
Vol.
February 2022 Indicators Vocabulary Pronunciation Stress Total Students Score Densiana Tnomat.
Marthisa O.
Billik, and Tri Buce J.
Banu
Name
Indicators Total Students Score
Fluency Vocabulary Pronunciation Stress
TOTAL
1,300
Based on the result from the post-test in this cycle the data showed that the mean score was higher than the previous cycle.
The point of 15 students was 86, 66, or 93, 33 % exceeded the KKM.
It means that the studentAos vocabulary mastery has increased.
Based on the result of cycle II, it can be interpreted that most students have good vocabulary They were more active in the process of teaching and learning, they also pronounced words clearly with few errors, they could construct a simple sentence fluently, and made significant improvements in other aspects of vocabulary reflected in the topic.
Results of the post-test was satisfying.
The target of studentsAo improvement in vocabulary mastery was a success.
Finally, the use of short English movies as the media in the learning process through interpretive listening was a success and the next cycle of CAR was not required.
CONCLUSION
The result of this research indicated that the use of short English movies is effective to improve studentAos vocabulary mastery in the Interpretive Listening Class of STKIP SoE.
In conducting the research, the researcher found a lack of vocabulary as one of the problems that the students Therefore, the researcher decided to use short English movies to overcome the problem.
But, in the first cycle, some students did not pass the KKM because of their mean scores were under the KKM.
Probably, because in the first cycle, the students were still passive in the teaching-learning process.
Therefore, the researcher prepared again the lesson plan, the media as a short English movie, and the material for the next cycle.
So, the result in the second cycle showed that the media as short English movies can improve studentsAo vocabulary mastery in Interpretive Listening class.
The researcher implemented classroom action research (CAR) by using short English movie as the media to improve studentsAo vocabulary mastery.
The CAR consisted of 2 cycles.
Each cycle included planning, acting, observing, and reflecting.
Based on the result of this research, the researcher would like to propose some suggestions for lecturers, students, and other researchers.
The suggestions are: The suggestion for the lecturers is: applying a short English Movie as the media is recommended since it can stimulate students to be more active in learning, and also can improve studentsAo vocabulary mastery through listening skills.
The suggestion for students is using short English movies as the media is recommended to reduce the studentsAo problems like lack of vocabulary, fluency, pronunciation, and stress.
Besides that, it gives the experience to expand their knowledge in learning English, especially in vocabulary learning.
The suggestion for other researchers is: this research mainly focused on improving studentsAo vocabulary mastery in English by using short English movies saga.
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February 2022 The Implementation of Short.
as teaching media.
Further research may focus on other teaching media such as English songs and stories.
REFERENCES