English Language Teaching Methodology Vol.
No.
April 2026, pp.
ISSN: 2828-1586E-ISSN: 2810-0352
VIDEO DUBBING PROJECTS IN ENGLISH:Verb Students Vocabulary,Vocational School Nurul Fauziah Zubury1.
Andi Asri Jumiaty2.
Maharida3
1,2,3
ARTICLE INFO
Article history:
Received: February 22, 2025 Revised: April 26, 2025 Accepted: April 22, 2026 Published: April 30, 2026 Keywords:
Dubbing Video.
Projects .
Verb.
Vocabulary Universitas Muhammadiyah Makassar.
Indonesia.
ABSTRACT
This study investigates the effectiveness of video dubbing projects in improving vocational studentsAo English verb vocabulary.
Addressing the persistent challenge of limited contextual vocabulary acquisition, this research introduces dubbing as an interactive, multimodal learning A pre-experimental design was employed with 37 eleventh-grade students at SMAK Makassar using total sampling.
Data were collected through pre-test and post-test measures.
Results show a substantial improvement in studentsAo verb vocabulary, with mean scores increasing 97 to 78.
Statistical analysis indicates significance .
= 0.
, confirming the effectiveness of the intervention.
The novelty of this study lies in integrating audiovisual translation tasks to promote active vocabulary use in context.
This research contributes empirical evidence supporting video dubbing as an engaging pedagogical tool that enhances comprehension, retention, and practical usage of verbs in vocational English learning environments.
This is an open access article under the CC BY-SA license.
How to cite: Zubury.
Jumiaty.
, & Maharida.
The Video Dubbing Projects In English:Verb Students.
English Language Teaching Methodology, 6.
, 12Ae18.
https://doi.
org/10.
56983/eltm.
Corresponding Author:
Nurul Fauziah Zubury English Education Department Universitas Muhammadiyah Makassar 259 Sultan Alauddin Road.
Makassar City.
Rappocini 90221.
Indonesia.
Email: nurulfauziahzubury@bg.
INTRODUCTION
Understanding vocabulary is crucial for language acquisition.
Mastering a language entails familiarity with its vocabulary.
Words are an essential part of language, and a language cannot exist without them.
The greater our vocabulary, the more concepts we can contemplate.
We are able to express our thoughts more clearly.
In the twenty-first century, enhancing vocabulary instruction involves improving students' language abilities, allowing them to articulate their thoughts and determine the appropriate social principles for various real life As stated by Mofareh Alqahtani, vocabulary is a collection of words used for communication and the transmission of information, highlighting the importance of 12 | E L T M Vol.
No.
April 2026.
ISSN: 2828-1586,E-ISSN: 2810-035 mastering them.
Educators need to foster communication, collaboration, critical thinking, problem-solving, creativity, and motivation in their teaching practices.
(Akib & Muhsin, 2.
Consequently, utilizing engaging content, media, and methods is crucial for inspiring students to learn.
A crucial element of acquiring English is expanding one's vocabulary.
Those who do not have a rich vocabulary will find it difficult to communicate effectively, read, comprehend spoken language, and write.
In essence, vocabulary is the primary skill that learners need to focus on when studying a language, especially English.
A robust vocabulary is essential to enhance all four language skills, including grammar.
Communication is hardly possible without grammar, and without vocabulary, no message can be conveyed.
When We cannot convey our thoughts if we focus only on grammar and neglect vocabulary.
This illustrates that English occupies a distinct position in the instruction of foreign languages in schools.
Vocabulary can be defined as the words learned in a foreign language.
According to JaAoafari .
utilizing images to teach vocabulary could enhance the effectiveness of vocabulary instruction and acquisition.
Learners were actively involved in the educational experience.
While there are various kinds of vocabulary, our focus here will be on verbs.
verb is a crucial part.
The verb is an important element in English.
According to (Sherman et al.
, 2.
a verb signifies an action or a state of existence and conveys to the reader what the subject of the clause performs or experiences.
A verb is a term that represents the action, condition, or perception of something.
In Indonesian, verbs are usually termed as such since they illustrate the activity of the subject in a sentence.
The verb is the most important element and is present in every sentence.
This particular English verb can be quite unique.
If you think that verbs are always actions, you are mistaken.
In English, verbs can also describe a condition.
A complete sentence requires the use of a verb.
A verb indicates an action, task, or motion.
English, the forms of verbs change according to the grammatical tense.
The grammatical tense is what influences these changes in verb forms.
Various factors lead to students struggling with verb vocabulary.
To begin with, students often find it challenging to grasp and recall words.
tackle these challenges, teachers should implement a different teaching approach to enhance students' vocabulary.
especially concerning Words.
The use of technology can serve as a powerful method for integrating the teaching and learning of English.
According to Burston .
dubbing can enhance students' self monitoring and productive abilities since, during 13 | E L T M Nurul Fauziah Zubury et al ( Video Dubbing Projects In English teachin.
English Language Teaching Methodology Vol.
No.
April 2026.
ISSN: 2828-1586,E-ISSN: 2810-035 the dubbing project activity, students need to align a dialogue with a context and its purpose, which helps them acquire new vocabulary.
There are several types of learning media available, one of which is dubbing.
Dubbing involves replacing the original audio with a voice track that strives to closely match the original dialogue's wording, pace, and lip synchronization (Luyken Cited in Tanase and Cuza, 2.
video dubbing project not only enhances student engagement in the classroom and facilitates skill development but also serves as a valuable resource for language practice.
Benefits of Incorporating Dubbing Videos in Teaching Activities.
Dubbing videos provide learners with hands-on experience, and students are eager to engage in the learning activity, which can help foster a dynamic classroom According Amato cited in Userma, dubbing videos can be a fun activity, but it shouldn't be overlooked, especially when it comes to learning foreign languages.
He also mentioned that dubbing videos can alleviate anxiety, which enhances the chances of receiving The act of dubbing videos is a structured activity that students engage in for enjoyment and to maintain their interest.
In the context of teaching and learning.
dubbing serves as a teaching method to assess how eager students are to expand their English Observations regarding students' difficulties with verb vocabulary can be made by researchers at SMAK Makassar, where English teachers and students are present.
The instructor has noted that the students' proficiency in the English language remains significantly poor, especially concerning verb usage.
This issue stems from various factors, such as the local environment, the influence of regional or first language dialects, anxiety and embarrassment when speaking English due to constant teasing from peers, insufficient experience, limited vocabulary, low self-esteem, and overall unsupportive surroundings.
Consequently, the researcher is motivated to improve students' vocabulary, with a particular focus on verbs.
After carrying out the study activities in class XI SMAK Makassar, the researcher observed that the students were not engaged enough, leading to a chaotic classroom atmosphere characterized by the students' noise and lack of discipline.
Students desired a sense of autonomy in their learning, prompting the researcher to develop a classroom that encouraged students to share their opinions.
At first, the researcher faced challenges, but ultimately, the students grew intrigued by the innovative learning activities.
14 | E L T M
Nurul Fauziah Zubury et al ( Video Dubbing Projects In English teachin.
English Language Teaching Methodology Vol.
No.
April 2026.
ISSN: 2828-1586,E-ISSN: 2810-035
RESEARCH METHOD
This researcher carried out a pre-experimental study utilizing a one group pretestposttest design.
In this investigation, the researcher implemented a pre-test before therapy and a post-test after treatment.
The aim of this study is to examine whether the dubbing video approach is effective in enhancing students' vocabulary at SMAK Makassar.
The subject of this research was the students of Grade XI in SMAK Makassar.
There were 37 students consisted 15 males and 22 females.
The instrument utilized in this study featured a vocabulary assessment for both the initial and final tests.
Students took turns reading the dialogue text, using their vocabulary skills.
Subsequently, four sessions were conducted to implement the knowledge gained through the video dubbing method.
Finally, a post-test was administered to evaluate whether there had been an improvement in the students' vocabulary.
An analysis of data was conducted by classifying student scores.
The researcher subsequently calculated the average score for both the pre-test and post-test.
A paired sample t-test was applied to assess the significance of the difference between the results of the pre-test and post-test.
This information was processed using SPSS 27.
RESULT AND DISCUSSION
The result of improving studentsAo vocabulary can be seen in the following table:
Vocabulary in verb
No Classification Score
Pre-test
Post-test
Frequency Percentage Frequency Percentage Very Good
80 Ae 100
59,4%
Good
66 Ae 79
5,4%
40,5%
Average 56 Ae 65
24,3%
Poor
46 Ae 55
18,9%
Very Poor
0 Ae 45
51,3%
Total The table illustrates the distribution and percentage of students' scores before and after the test based on their classification.
In the pre-test, there were no students .
%) in the Very Good category.
There were 2 students .
4%) in the Good category, 9 students .
3%) in the 15 | E L T M Nurul Fauziah Zubury et al ( Video Dubbing Projects In English teachin.
English Language Teaching Methodology Vol.
No.
April 2026.
ISSN: 2828-1586,E-ISSN: 2810-035 Average category, 7 students .
9%) in the Poor category, and 19 students .
3%) in the Very Poor category.
Conversely, the post-test findings indicate that 22 students .
,4%) achieved very good vocabulary scores, while 15 students .
5%) earned good scores.
Following the post-test, there was a slight decrease in the number of students categorized as average, poor, and extremely poor compared to the previous assessments.
From these results, we can infer that the post-test indicated an improvement.
Mean Score Table 2.
Mean Score
Kind of Test
Mean Score
Pre-Test
Post-Test
Improvement
35,4%
The table shown above reveals that the average pre-test score of the students was 42.
while the average post-test score reached 78.
It is clear that there was an enhancement in the students' vocabulary when the dubbing video strategy was utilized in the classroom by:
Hypothesis Testing This stage is the result of hypotesis testing.
Belong is evidence that the dubbing video method is effective in improving studentsAo vocabulary.
Paired Sample Test Paired Differences Mean Std.
Std.
95% Confidence interval of Deviation Error the Difference Mean Pair 1 Lower Upper Pre-test Ae post-test Paired Sample Test Pair 1 Pre-test Ae Post-test Sig.
-taile.
16 | E L T M Nurul Fauziah Zubury et al ( Video Dubbing Projects In English teachin.
English Language Teaching Methodology Vol.
No.
April 2026.
ISSN: 2828-1586,E-ISSN: 2810-035 Figure1.
Paired Sample Test The table presented above displays the outcomes of a paired sample t-test conducted using SPSS 27.
The significance level () set for the test is 0.
A .
2-taile.
value that falls 005 suggests a meaningful difference between the pre-test and post-test scores.
Conversely, if the value in the .
2-taile.
column exceeds 0.
005, it implies that no significant difference exists between the pre-test and post-test scores.
According to the table, there is a notable difference between the pre-test and post-test scores, as evidenced by a sig .
-taile.
value of <0.
001, which is less than 0.
Consequently.
H0 is rejected while H1 is accepted.
This indicates that employing the dubbing video technique for learning can assist students in enhancing their Verb vocabulary.
CONCLUSION
The researcher determined that the use of the dubbing video technique facilitated the enhancement of students' verb vocabulary, as indicated by the outcomes and discussion from the prior chapter.
This is supported by the mean pre-test and post-test mean scores, which reveal that students' vocabulary is higher on the post-test than the pre-test.
Students received an average score of 42.
97 on the pre-test, which increased to 78.
37 on the post-test.
Furthermore, decision-making depends on a significance level .
-taile.
of less than 0.
which is below 0.
001< 0.
REFERENCE