CHAPTER ONE INTRODUCTION 1.

1 Background of The Study Vocabulary is regarded as a vital part of students life in language learning because it takes an important position in learning and communication. The study of vocabulary is at the heart of language teaching in terms of organization of syllabuses, the evaluation of learner performance, and the provision of learning resource (Candlin, 1988). Development of vocabulary is extremely interrelated with the development of skills in listening, speaking, reading, and writing. For this reason having insufficient vocabulary is considered as a probable cause of lack in those four mentioned integrated skills which directly affects their thoughts, actions, aspirations, and success, especially in the path of academic achievement. As a matter of fact, the students often complain about their frustration in experiencing speaking and writing in English because very little they know the words used to express their thoughts and feelings or when they read even the simplest paragraph in a book, they feel it is difficult to get the idea of what they are reading, again, because of their lack of vocabulary. As such, vocabulary teaching and learning is a crucial activity in foreign language classroom. One way in which vocabulary learning can be fostered is through the use of learning media. Some series of studies have been conducted in seeking of the suitable and effective media of teaching vocabulary for foreign

language learners. For many years now after the advanced technology products introduced in assistance to language learning, captioned movie as one of the technology products has been well functioned and was proven to provide classroom practitioners with unlimited access to facilitate the learners the most favorable English language teaching especially in the process of vocabulary teaching. With the development and popularity of DVDs, watching western movies is more than just an entertainment or a way for relaxation. It is a way of learning English. It is possible to improve communicative abilities when people are watching movies. Even though, few people are aware about the use of this media in the field of education because they already stuck with the idea that movie is generally used for entertaining. The notion of what captions are can build up the understanding to what extent it can be implemented to support the teaching and learning process. Using captions to facilitate the comprehension of video materials is taken for granted by many teachers and researchers. Moreover, many educators believe that videos with captions seem to provide a rich context for foreign language acquisition. It is also argued that viewers are, generally, quite motivated to understand what is shown and said on the screen when the captions are provided (Danan, 2004). In the belief that captions have a potential support in word recognition and vocabulary building, teachers recommend their students to watch television and movies with captions. Indeed, audiovisual media are closer to real life because visual cues and context make it possible to view the message as much as listen to it (Baltova, 1994).

Practically, Students of junior high school, especially those in SMPN 4 Mataram during the everyday process of learning language in the classroom have to face a boring way when learning vocabulary. Based on the observation during the teaching and learning process in the classroom, the students have to face difficult, wearied, and uninteresting passages both in the textbooks and the test papers. Those things can make students frustrated and lose their motivation to learn English. The most sound they hear is teachers voice reading aloud the passage or dialogue as the sample of near to native-speaker-like, while for the visual aid, they see just unmoving pictures. Often teachers come to the classroom without any sound and picture, the students activity is limited to just discuss with the teacher the new vocabularies they found in the passage. Then the reason for learning vocabularies is simply only to obey the teachers command. Learning through this way works only with few students, which are those who have heaven-sent-ability or those who are highly interested in learning language. It can be one fourth of students in a classroom benefited through this way of teaching while the rest of the class will get nothing during the process of teaching and learning. As the result, the students score in doing the exercises is very minimal. It is estimated that, from the score of final examination recorded in the first semester, 70% to 85% of the general population of seventh grader scored under the standard of 62 (minimum mastery standard for English subject in SMPN 4 Mataram), while in class VII-Bilingual as the subject in this research, it was counted that 21 of 30 students or around 70% of the population did not pass the minimum mastery standard (document note). Seeing this fact, an English teacher should lead the 3

students to have the desire to learn vocabulary. From the situation, teacher should not remain passive or give efforts up to make improvements in teaching. Teachers play a positive role in facilitating students to learn in a different effective way in order to build up their mood in learning vocabulary. One beginning step for them to do is providing comprehensible and interesting materials. A comprehensible material that is stated clearly by Krashen (1982) will easily be understood by the learners in terms of meaning. The material should be interesting because it has to pour the students a good atmosphere when they are learning. The role of teacher is important to help students in determining how much and what material can bring a positive input for them to advance their vocabulary. To enhance the students learn and master the vocabulary, English teachers should provide materials that are appropriate with the curriculum and find suitable methods in teaching and learning process. In School Level Based Curriculum (KTSP), one of the methods suggested in the approaches introduced by the government is by using visual aids as media in classroom as stated by Kreidlen (1961) that visual aids can be useful to the language teachers. According to Gerlach and Elly (1980), to select appropriate media, the teacher must consider the characteristics of the students, which directly related to the learning process such as verbal abilities, visual and audio perception skills. Other factors which teacher also ought to consider is the media selection should come from the instructional system model, that is the organization of groups, the time available and

the space in which media will be used. Possibly, the teachers of SMPN 4 Mataram may made use the availability of multimedia laboratory where high technology media such as laptop and LCD are provided to optimize language teaching and learning particularly to play captioned movie. Yet, never these media used to assist language learning perhaps because the teachers are not aware of the potential use of bimodal input to enhance the students language learning experience through these media. Knowing the imperative result of some researches of captioned movie use to improve language ability, it can be an inspiration or a choice to apply it in the classroom. The teacher can highly motivate the students to learn language in this way for they can learn without any pressure. As a matter of fact, motivation has strong effect on students success or failure in learning English. Students who are well motivated are more successful than those who are not. Materials and the teaching media play significant role in arising and maintaining students motivation and that fact should not be neglected, on the contrary, it should be considered for the sake of desired results. Therefore, it finds that there is a need to conduct a classroom action study to get imperative evidences about the use of western captioned-movie to improve students vocabulary, and then the teachers can implement the actions resulted from this study.

1.2 Statement of The Problem

Large amount of experimental studies on captioned-movie had been conducted in relation to vocabulary development (Koskinen, Wilson, Gambrell, & Neuman, 1993; Baltova, 1999 ; Garza, 1999; Tatsuki, 2000) and it feels there is a need to conduct a similar study on it to examine the result of western captionedmovie use to improve students vocabulary in case of classroom action research. The main research problem for this study is: What effect do western captioned-movies have on vocabulary learning of EFL students? To be more detail and focus on the topic, the investigation addresses the following specific questions: 1.What is the students level of vocabulary mastery before the captioned-movie applied? 2.What is the students level of vocabulary mastery after the captioned video implemented? 3.How far can the application of captioned movie increase the students vocabulary? 1.3 Purpose of The Study Based on the problems mentioned above, the purpose of the study can be as follows: 1.To find out the level of students vocabulary mastery before the captioned movie implemented in the classroom. 2.To investigate the level of students vocabulary mastery after the captioned movie applied in the classroom.

3.To find out the extent to which the use of captioned movie improve the students vocabularies. 1.4 Scope of The Study This study will examine the effects of captioned movie use on the students vocabulary improvement. The research is conducted at the seventh grade students of SMPN 4 Mataram in academic year 2010/2011. The result of the study can be applied only to institutions such as schools, colleges, and universities that have beginner level of ESL and/or EFL students. 1.5 Significance of The Study The result of this research was expected to provide theoretical and empirical insight to the classroom practitioners and students at the level of junior high school, especially for those of seventh grade students of SMPN 4 Mataram in an attempt to enhance English language proficiency. Therefore, the research is significant in many ways: 1.The research could arouse the creativity of teachers or classroom practitioners in improving the quality of teaching and learning activity. It could be as a positive input to English teaching process in junior high school. 2.It certainly expected to give a contribution to the junior high school students in order to make them a lot more motivated in learning English. 3.Teachers can make use of available media such as TV, LCD, Laptop, etc. to assist second or foreign language learning, especially in teaching vocabulary.

4.Teachers as creative as possible can modify the materials and media available in order to achieve learning objectives in an interesting way. 5.Students can carry out the most suitable vocabulary learning strategies through the real situation in order to improve their mastery in English. 1.6 Definition of Key Terms Some essential terms in relation to this study need clarifying in order to avoid mislead or misinterpretation. Thus, some major definitions of key terms are provided as follows: a.Caption Caption is words shown on a cinema or television screen, e.g. to establish the scene of the story (e.g. New York 1981). (Oxford Advanced Learners Dictionary, International New Students Edition. Oxford University Press) United Kingdom and Ireland uniquely called captioning subtitling. Captioning allows deaf or impaired hearing people, readers at beginning level, new language learners, to read a transcript or dialogs of the audio visual portion of video, film, or other presentation. The caption texts are displayed as the video plays. Discourse in the video transcribed through the texts. b.Movie Motion pictures/cinema film (Oxford Advanced Learners Dictionary, Fourth Edition, Oxford University

Press)

CHAPTER TWO REVIEW OF RELATED LITERTURE

2.1 The Role of Vocabulary in Language Learning It says that vocabulary is the most important element in language learning because a set of words is the basis for producing and understanding sentences in a language. A word, without existence of other language elements, can independently stand alone in making a meaningful expression. In contrast, language without words is nothing. Therefore, "without some knowledge of that vocabulary, neither language production nor language comprehension would be possible" (Anglin, 1993). There have been many studies about the significance of vocabulary in language learning, all together shown the close relationship between the large knowledge of the words and achievement in other language skills. Words are the primary carriers of meaning, and it is widely recognized that there is a strong relationship between the individuals vocabulary size and his/her general language proficiency (Vermeer, 2001; Zimmerman, 2005). For example, Walker, Greenwood, Hart and Carta (1994) state that early vocabulary knowledge has been shown to be a strong predictor of school progress in the first language (L1). They found that vocabulary knowledge was particularly important in reading achievement. In other studies, the size of students vocabulary has also been found to closely correlate with second language writing ability (Laufer and Nation, 1995; Laufer, 1998; Beglar and Hunt, 1999; Zimmerman, 2005). In line with another study, it was found that second language learners are typically aware of the extent to which inadequate in their vocabulary knowledge hamper their ability to communicate effectively in the target language. This is because lexical items carry the basic information load of the

meanings they wish to comprehend and express. In other words, the learners realize that knowing a large size of vocabulary will directly affects their ability to use and to develop the language they are learning. Thus, vocabulary can lead the learners to be more confident in using the language. In conclusion, it can be said that having limited knowledge of vocabulary is the main cause of students problems in academic failure and in comprehending the language. Thus, it is valuable to constantly make the students keep improving their vocabulary. 2.1.1 Second Language Vocabulary Acquisition Theory Beliefs on second language acquisition theories popularized by Krashen have been widely applied in the second language teaching and learning, especially in teaching and learning vocabulary. Two keys to improve the level of vocabulary acquisition are comprehensible input and repetition. It is going along with the Krashens theory of input hypothesis (1985) which states that language learners could acquire vocabulary by receiving comprehensible input, which is the one that could easily understood by the learners in terms of meaning. Since using language is a skill, it develops gradually with repeated use. In relation to these two assumptions, captioned movie believed to be useful media to assist the students in acquiring vocabulary. It provides the students with the comprehensible input. The vocabularies found in the movie can easily understood since they are facilitated with the great extent of visions and sounds,

11

the conversations that backed up by an action or body language in a scene considered having great influence on students understanding because they will extremely have deeper perception of the story. Besides, the authenticity of the video provide the students the real target language use in daily life, it is so important for the students in getting used to the target language context. Captioned movie viewing which is believed to be a practical media to use to improve the learners vocabulary of second language should be used repeatedly. The students have to watch the movie for more than one time. For this reason, Wolf (2006) considers the familiarity of the movie is important; a popular film will be a favorable choice since the students will be familiar with the story, but still be challenged with the language. Indeed, watching the same movie repeatedly helps the students to know the story and then focus on the target language. In addition to the comprehensible input theory, Krashen (1985) claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Then it is considered that the best method to use is that the one which could supply the input in low anxiety situation, contain understandable messages, and easy to convey. Canning-Wilson (2000) in Mayasari (2007) suggests that the students like learning language through the use of videos. One of the results of her survey shows that the learners prefer action/entertainment films to language films or documentaries in the classroom. In assistance of

preferred films and best method support, the students will highly be excited and motivated in learning. 2.2 Studies on Using Captioned-Movie in Teaching Vocabulary The most favorable implication of captioned movie use in the development of literacy skills is that those in teaching vocabulary since the students can remember the words that appear on the screen at ease because they are close to the visual cues which literally explain the meaning of that printed words, specifically in the condition in which there is no focus and strict control of the teacher. In such situation, using captioned-movie in teaching vocabulary will stimulate the interest of the students to acquire vocabularies. Captioned television allows the viewer to focus attention on both definitional and contextual information; it enhances word meaning by providing a semantically rich visual setting that presents printing words in context with pictorial image (Newman & Koskinen et.al., 1993 in Mayasari, 2007). Besides, the captions also enable students to encounter some words repeatedly in different context which leads to better achievement of new vocabularies. Wan Nor Aishah & Abdul Razak (2005) claims that memorization can increase when the words are learnt directly with a synonym, a translation or a picture or a graphic representation, and given sufficiently repeated exposure. Other study conducted by Heron, Hanley and Cole resulted at the score improvement when pictures/visual stimuli are used with the video. The findings from these studies can be attributed to the fact that video offers contextual support and/or

13

helps learners to visualize words as well as meanings. Garza (1991), in line with other study conducted a research using verbatim captioning with adult ESL learners and adult Russian language learners to explore the language learning benefits of merging spoken and printed text in one medium. He choose short (2-4 minutes), verbatim, captioned segments from actual Russian and American TV programs which provided a kind of visual glossary for difficult vocabulary. When, over time, he tested students' ability to use specific vocabulary from the segments in retellings of their content, he found significant increases in comprehension of the segments, as well as recall of the language used in them. In a later study, Neuman and Koskinen (1993) examined bilingual seventh and eighth grader. They found that captioning presentations led to significant advances in word knowledge. They also found higher scores on sentence anomaly tests (detection of improper word usage) for the captioned group. Markham (1989) and Seriwong (1992) also found that English as a second language students exhibited better performance when captions were present. Based on these studies, it is obviously seen that the use of captions in the classroom environments provides significant, measurable assistance to a wide spectrum of students. These studies also support the basic hypothesis that a real time captioned movie has the potential to increase the language learning potential especially the vocabulary improvement of not just the deaf and hard of hearing, but all students.

2.2.1

Choosing The Video It is considerably important to choose proper video as a learning material for students. The video should require some criteria as follows: Intelligibility The language of the film could be understood by the students. Challenging the students with the use of natural language of the target language is not a matter. A certain amount of written explanation and vocabulary instruction, along with contextual clues work with the students and that they understand more than what might be expected. Appeal The movie should be appealing and engaging to the students: motivation is the key element in the activity. As Tatsuki (2000) points out, the teacher should like the film as well. Enthusiasm is infectious; choose a film which you can wholeheartedly share with your students. Length The classroom practitioners need to limit the length of the movie to fit the available class time. Maintaining and understanding entire plot of the film is important, but as the extensive sections from most film do not strongly influence the whole story and it does not make the students miss the plot, the sections can be cut to shorten the duration of the film in other to suit the teaching time allocation. 15

Familiarity The familiarity of the film can in fact be a favorable choice since the students have already seen the film. They may have seen it in their native language, not in target language, but still they challenged by the language.

CHAPTER THREE RESEARCH METHODOLOGY This study was an action study where descriptive and quantitative analyses were used to give a description of observable findings from the data gained. This

chapter briefly discusses about research method, setting and characteristic of participants, factors to be investigated, action plan, data and data collection procedure, and technique of data analysis. 3.1 Research Method This research was categorized as a collaborative classroom action research in which the function of the method is very important since the success or the failure of the research highly depends on the method applied. It is difficult to achieve the purpose of the research without using an accurate method. The classroom action research itself is defined as a method of finding out what works best in your own classroom so that the researcher can improve students learning (Hermida, 2001). It is a problem-centered and sequential action-oriented research to improve (an) area of skills by achieving deeper understanding in the area of skills being practiced. 3.2 Setting and Characteristic of Participants This research was conducted at SMPN 4 Mataram that is located in Jln. R.A Kartini No. 30 Cakranegara. A class of seventh grade students namely the class of VII-Bilingual in terms of name and number of the students were involved in this study. There were altogether 29 students in the classroom consisted of 6 boys and 23 girls ranging from 12 to 13 in age. The study was conducted on the second semester. 3.3 Factors to be Investigated There were some important factors that need to be investigated in an attempt to solve the problems:

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1.Students As the main participant of this classroom action research, the students of class VII-Bilingual should be investigated to observe the classroom in learning vocabulary through the use of western captioned-movie to identify their improvement in vocabulary. 2.Result of learning achievement The result of the use of western captioned-movie is the most important part that has to be investigated in order to identify how far this captioned movie can improve the students vocabulary. 3.4 Action Plan The research was conducted in two cycles where cycle 1 and cycle two altogether took three weeks conducting. Since the research was collaborative of a kind, this project was collaboratively conducted by the teacher and the researcher as a team. The procedures of the research were applying the systematic cyclical steps of planning (plan of action), action and observation, and reflection. Let alone spelling out the procedures in each cycle. Cycle 1: a.Diagnostic StagePlanning In the plan of action, the teacher and the researcher worked collaboratively. The following were some actions did by the researcher to analyze the problems and to develop hypotheses to solve the problems:

1.Interview the teacher about the teaching technique usually used in vocabulary teaching 2.Identify the problems and obstacles faced by the teacher in teaching vocabulary. 3.Formulate the alternative plan of action in teaching to improve the students vocabulary. 4.Design the lesson plan in teaching vocabulary using western captioned-movie viewing. 5.Organize the learning using western captioned-movie viewing design which consists of movie selection, procedure, setting design, and how the western captioned-movie viewing should be conducted. 6.Design the evaluation to examine and identify whether the western captionedmovie can improve students vocabulary. b.Therapeutic StageAction and Observation In this phase, the western captioned-movie as the alternative hypothesis to solve the problems of students in vocabulary mastery was tested by continuously implementing it to make a significant change in the research experiment. The activities that were planned to do in cycle 1 are as follows: Table 3.1: Lesson Plan for Cycle 1 No 1 Meeting I Previewing activity Activity Time 2 x 40

As the opening shot of the movie played, minutes the teacher gives a brief description to the

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students about the movie they are going to watch, e.g. the synopsis. Students are given a list of target vocabulary. While viewing activity The students watch the movie with Indonesian captions. While viewing the movie, teacher pauses or rewinds the movie in certain scenes and asks the students to take notes about the idea of the scene. Teacher and students then discuss the scene they have watched. Post viewing activity Discuss the movie as a whole in order to know whether the students could follow how the story goes (was it easy to 2 II understand the language?) Previewing activity 2 x 40

Discuss briefly with the students the minutes review of the movie.

While viewing activity

Discuss the meaning of target vocabularies from the captioning (In what part of the movie do the words occur?)

Distribute a set of worksheet in the form of fill in the blank test to the students.

Post activity Discuss with the students whether the exercises was easy to do (how far the students could catch the vocabulary) After the action was done, in the third meeting, the teacher and the researcher examine the students mastery level of target vocabularies by giving them a set of vocabulary test. c.Evaluative StageReflection The author discussed with the teacher the result of the action and the test. 1.Analysis of action 2.Observe the action whether there is an essential deviation of the action from the plan of action then recommend what should be fixed. 3.Data analysis. The data gained from the test should be analyzed and related to relevant theory. 4.Recommend some revision for cycle 1 to be applied in cycle 2. Cycle 2:

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a.Diagnostic StagePlanning The cycle 2 was held because the previous cycle needed to be revised and added in case of action and instrument for the research. To analyze the problems faced in the cycle 1, steps in this cycle to do was mostly similar with the steps done in cycle 1 which were: 1.Identify the problems faced by the teacher in the previous cycle. 2.Revise the lesson plan in teaching vocabulary using western captioned-movie viewing. 3.Organize the teaching and learning using western captioned-movie viewing based on the revision. 4.Design the evaluation to examine and identify whether the western captionedmovie can improve students vocabulary.

b.Therapeutic StageAction and Observation Actions and observations in this stage conducted based on the reflection and revision designed by considering the result of cycle 1. The actions were carried out using the following lesson plan: Table 3.2: Lesson Plan for Cycle 2 No 1 Meeting I Previewing activity Review the movie watched the last meeting. Activity Time 2 x 40 minutes

Students are given a list of target vocabulary (English Indonesian).

While viewing activity The students watch the movie with English captions. While viewing the movie, teacher pauses or rewinds the movie in certain scenes and asks the students to take notes about the idea of the scene. Teacher and students then discuss the scene they have watched. Post viewing activity Discuss the meaning of target vocabularies from the captioning (In what part of the movie do the words occur?)

After going through with a set of planned action was, in the second meeting, a posttest to observe and examine the students mastery level of vocabulary in the second cycle. c.Evaluative StageReflection In this stage, the result of the action and the data gained from the posttest 2 were analyzed to be compared to the result of cycle 1.

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Below is the systems model of action research process.

Source: http://tatangmanguny.files.wordpress.com/2009/05/kemmisar1.gif 3.5 Data Collection Procedure 1.Interview The interview with the teacher and the students was done in relation to the actions carried out in the classroom, whether captioned movie facilitated or hindered the vocabulary teaching and learning process. The interview was as the descriptive reflection to the actions that was conducted. It consisted of some general questions that were in need to be observed for instance the

information about how the teacher and the students like the method applied in teaching. 2.Document note The secondary data was gathered from the document of SMPN 4 Mataram in form of list of students achievement and the list of minimum mastery standard. 3.Test Test of target vocabulary was an important way used to collect the data in this action research. The test was designed to measure the range of words knowledge. The result of the test was then useful as a documentation of students achievement on vocabulary during the vocabulary learning process using western captioned-movie viewing. The vocabulary chosen was based on the words pertaining to the vocabulary comprehension of the audiovisual passage. The tests were pretest, post-test 1, and post-test 2. The result of each test compared to know the improvement of students vocabulary mastery and to know the percentage of the students passed the minimum mastery standard. It can be said that the students master vocabulary when they know the meaning, pronunciation, and the use of the words. Thus, the test of vocabulary in this action research was in three kinds of tests; definition, synonym, and gap filling. 3.6 Technique of Data Analysis

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To identify whether the use of western captioned-movie viewing was effective or not to improve students vocabulary, the data that have been gathered were analyzed through some procedures as follows: 1.Data gained from the interview with the teacher and the students This data is used to identify the teachers and the students perceptions towards the use of captioned movie to facilitate vocabulary learning. 2.Data taken from document note The students vocabulary achievements recorded were compared to the minimum mastery standard targeted for SMPN 4 Mataram for English subjects especially for vocabulary. 3.Data collected from the test The words tested were taken from the text of movie captioning. There were precisely 30 words to be tested; each of which consisted of 10 items. The total score the students can get from 30 test items is 30 where the maximal score is 100. a. The score of definition test were counted using the formula:

b. The score of synonym test were counted using the formula

c. The score of gap filling test were also counted using the formula:

d. The score of each student was counted using the formula:

e. The improvement of students achievement was classically counted using the formula:

Note: p = Actual proportion n = Total number of the students achieve the score of

010009000003860500000000aa0300000000aa03000026060f004a07574d464 30100000000000100d03700000000010000002807000000000000280700000 10000006c000000000000000000000021000000120000000000000000000000 46030000d501000020454d4600000100280700000c000000010000000000000 00000000000000000560500000003000051010000be00000000000000000000

27

29

31

N= Total number of the students The actions as well as the research carried out is said to be successful when the students learning achievement on vocabulary had individually reach the standard of 62 and classically reach the standard of 75%. This standard of comparison was decided based on the minimum mastery standard set in the school. It means that if a student get 62, then it can be said that he/she passed the mastery standard. Alongside, if 75% of the students in the class could pass the mastery standard , then the class is said to pass the mastery standard which

means the research was done.

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CHAPTER FOUR FINDINGS AND DISCUSSION This chapter is organized in three main parts. The first part describes the result of cycle 1. The second part reports the findings of cycle 2. Finally, the third part discusses the findings revealed in part 1 and part 2. 4.1 Analysis of Cycle 1 The cycle 1 was conducted from the fourth week of March to the first week of April 2011. This cycle was utilizing a cyclical method of planning, action and observation, and reflection on the use of captioned movie in reversed format. a.Diagnostic StagePlanning The classroom action research began with interviewing the English teacher of the seventh grader of SMPN 4 Mataram in the academic year of 2010/2011. Result of the interview indicated that the students vocabulary mastery was at a low level. The students had been going through a few of words during the vocabulary teaching and learning process. Response the students gave when the teacher was asking some questions described their very little knowledge of vocabulary. Often did they keep quiet rather than expressing their opinion. Unfortunately, such happening occurred most of the time. It was possibly because the students forgot the words that had been taught in the previous lesson. In conclusion, the students had been facing a considerable problem in recalling some words that the teacher had to explain the same terms several times. Much time

and energy were consumed by this repetition and thus some basic competences were not entirely covered. In vocabulary teaching, the teacher believed in the so called communicative approach, an approach having a principle that the teacher can no longer be the source of knowledge and the students can no longer be passive. Moreover in communicative vocabulary classroom, the students have to use the words productively and receptively. In fact, teacher was still the center of the teaching and learning process from whom the students knowledge of English rely on. Thus, they could still be passive. The technique the teacher commonly used in teaching vocabulary remains conventional. She gave some vocabulary in relation to the topic being discussed for the students to write down in their books. They were then asked to memorize the words or to make them into sentences. The students gave little response to this teaching technique. Finally, the teacher would ask the students to do some exercises in their textbook or worksheet. The result was, regrettably, unsatisfying. The students did not do well in worksheet. To support the data gained from the interview, the students score in English subject in the first final semester test had been recorded. The percentage of students learning mastery shown in the following table:

Table 4.1: The Percentage of Students Mastery Learning 35

Score

Learning Mastery

Achievement Score Frequency % 27 73 100

62 100 0 61 Total

Pass Fail

8 21 29

The table shows that more than a half of the students scored under the standard of 62 which clearly demonstrates that the learning goal has not been achieved yet. Actually, the learning goal is said to be achieved when the percentage of students passing the minimum mastery standard is 75%. A pretest was administered to measure the students knowledge of vocabulary. Apart from the need to determine the increase of vocabulary knowledge from pretest to posttest, basic data obtained from the pretest was crucial prior to the statement of the problems to be proposed. There were three different types of recognition test developed to examine the extent to which the students comprehend the words. They were definition, synonym, and gap filling test. The test score was computed using the following formula:

The result of the pretest shown as the following: Table 4.2: The Percentage of Classical Result in Pretest Score Learning Mastery Achievement Score Frequency 62 100 Pass 0 % 0

0 61 Total

Fail

29 29

100 100

Students performance in the classroom indicated that they have difficulties in recalling the words conveyed during the lesson. Rarely were the students interested in the topic being discussed because the technique used in vocabulary teaching was definitely not varied. Alongside, the students could only learn from a single textbook wherein materials were not more than limited and weary. To discover problems in learning vocabulary, with the help of the classroom teacher, a set of action plan for western captioned movie to alleviate the students comprehending vocabulary was developed. The design of action plan had been carried out in the cycle 1 included objectives, materials, media, and a set of plan for teaching and learning activities. b.Therapeutic StageAction and Observation Action The plan of action had been accomplished in Cycle 1 on the fourth week of March and the first week of April 2011 in two meeting lessons. The allocated time for each meeting was 2 x 40 minutes. The first meeting was conducted on 28th of March 2011. The material used was a 20-minutes duration cartoon movie entitled The Simpsons:

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Homers Triple Bypass. In the very first, the students watched the movie in reversed format (English audio and Indonesian subtitle). The lesson was administered in three sequence activities; previewing activity, while viewing activity, and post viewing activity. In previewing activity, the students were introduced to the materials and to the objectives of the lesson. The objective of the lesson was to enable the students comprehending the vocabulary of target language found in the movie text. Formerly, the teacher was illustrating the synopsis of the video they were about to watch while the opening shot of the movie was played. Like explaining the objective of the lesson, illustrating the synopsis of the movie was also crucial in order to get the students well prepared for the lesson, at least they were engage with a part of segment before they watch the movie as a whole. List of target vocabulary was also given to the students to ease them access new vocabulary found in the film. There were 40 words printed on the list of target vocabulary. They were all in English definition. The students watched the movie during whilst activity. The teacher paused and rewinds the movie in some scenes. Meanwhile, the teacher asked the students to take notes about the idea of some segment. For this reason, students needed the movie to be replayed because they missed some points in the segment. Since The Simpsons movie was short in duration, replaying or rewinding the movie several times was not a part of teachers concern. After viewing the movie, the teacher opened a discussion session to discuss the idea

illustrated in the scenes of the movie. The second meeting was carried out on the 2nd of April 2011. The action conducted in this meeting was a sequence of the action performed in the previous meeting. The teacher previewed the movie first to remind the students of the video they have watched last meeting. Then, prior to the observation, the teacher for the second times discussed the whole story to indentify whether the students could follow the story or not. Continuing the action, the words printed on the vocabulary list were discussed. Yet, since the target vocabulary printed in monolingual version, the teacher discussed the meaning of the words one by one. This section consumed much time because having monolingual definitions of the target words was so much confusing for beginner learners. In relation to this, the students had to recall the segment in which the words were appearing. Observation The basic focus of this study was to measure the vocabulary improvement before and after the cyclical actions accomplished in the classroom. The post vocabulary test was then of the major attention to be paid to. The posttest 1 was administered in the third meeting to evaluate the twomeeting lessons that had been executed. The test consisted of 30 items wherein the three types of test were evenly balance in number. In other words, 10 items represented each definition, synonym, and gap filling test. The result

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of the post test in the cycle 1 revealed in the table below:

Table 4.3: The Percentage of Classical Result in Posttest 1 Score Learning Mastery Achievement Score Frequency 62 100 0 61 Total Pass Fail 14 15 29 % 48.3 51.7 100

The table displayed that from 29 students in the classroom, 14 students or about 48.3% pass the test and 17 students (51.7%) fail in the test. It indicates that the learning goal has not been achieved yet for the percentage of students fail in the test was higher than the percentage of those who pass in the test. For this reason, it can be concluded that the research was not done yet. c. Evaluative StageReflection Compared to the classical result of pretest, the students posttest result in cycle 1 confirmed that there was an improvement in students vocabulary even though it was not significantly considerable. Illustratively, the achievement that was from 0% resulted in the pretest to 48.3% gained in posttest 1 showed accountable increase as much as 48.3%. As shown on the table analysis of cycle 1, the students scored little on the new vocabulary. The analysis of data (see appendix 7) provides a conclusion that new vocabulary such as lounge, jiggle,

kidney, chuckle, church, fascinating, fortune, thump, flow, respect, and hasty were of the major difficulty for the students. Only less then half a number of students answered such items correctly. Having observed the students activities and responses during the lesson, it was found that they overall enjoyed watching the movie in reversed format. They admitted listening to the target language as well as paying attention to the visions appearing on the screen. Yet, the texts shown on the screen hindered them to recognize the words being spoken because the text aid caught their attention more than the auditory aid did. They acknowledged that they could follow the story well since the subtitles appearing in the bottom of the screen were in the language they speak. Yet, it was difficult to figure out even match the spoken text with the written one. It revealed then the unmatched subtitles made sense to be a reason for this problem. In other words, the text aid should match the auditory one. In addition, the students demanded the list of target vocabulary in EnglishIndonesian translation besides the monolingual vocabulary list they have already possessed. In rough assumption, it can be concluded that what was heard and what was seen in the screen has to be the same in order to ease the viewer-learners acquiring vocabulary using authentic material of captioned movie. The support of authentic texts which was appearing along with the audio and vision they had all together at once are beneficial in this case. Thus, the cycle 2 was necessary to be conducted in an attempt to revise and improve any deviation and unreached goal 41

in cycle 1. The new vocabulary should be emphasized and movie with English captions should be implemented. 4.2 Analysis of Cycle 2 The analysis of cycle 1 indicates that the students passing the minimum mastery standard was below the standard of 75%. Consequently, it clearly identifies that the research was not done yet. Accordingly, the students faced a difficulty in either recognizing or recalling new words found in the movie text. For this reason, the cycle 2 was conducted as a sequence for the cycle 1. The cycle 2 was carried out in the second and the third week of March 2011. Like the cycle 1 did, this cycle consisted of three same main cyclical stages. a. Diagnostic StagePlan of Action As stated earlier, the success or the failure of the study was settled on the achieved goal in each cycle. Regardless to say that the students vocabulary increased 48.3% after the actions had been conducted in cycle 1, the study still revealed a failure due to the unreached standard of 75%. Besides, some action plans proposed in cycle 1 needed to be revised in order to improve teaching and learning practice using captioned movie. To reflect the suggestions of the revised plan, English captions (bimodal format) were exercised in cycle 2. b. Therapeutic StageAction and Observation Action Therapeutic phase in cycle 2 was carried out on the 9 th of April 2011.

Cycle 2 focused the revision on the kind of text aid or caption being employed during the viewing. The use of Indonesian captions hindered the students vocabulary acquisition due to the different written and spoken text found in the movie which served the students differently in terms of language. Conversely, the English subtitles worked better in improving students knowledge of words using this input. During the viewing activity, the students served with the presence of written and spoken text in the same language. Thus, the process of vocabulary acquisition was much easier. In addition, the list of target vocabulary in students native language translation was given in order to ease them access the meaning of new vocabulary found in the movie text. The students responses during the while-viewing-activity were overwhelmingly active. They seemed to focus attention to the language. Bimodal input was helpful overall since they could connect the written and the spoken texts at once as well as seeing the visions or body movement on the screen. In certain scenes, the teacher sometimes paused and rewinds the movie as the students have to take notes about the idea conveyed through the scenes. Frequently, the students accessed the vocabulary list to either learn the new vocabulary or check their knowledge of some words that they have already familiar with. The movie in English caption replayed for the second time. By now the students showed their very active response in the discussion. They 43

commented on some funny foolish actions in the scenes. Besides, there was no meaningful obstacle faced when the teacher and the students discussed the meaning of target vocabularies since it was in English-Indonesian translation. Observation To proceed with the assessment, the students took the posttest in the second meeting after the action for cycle 2 was finished with the classical result listed in the following table: Table 4.4: The Percentage of Classical Result in Posttest 2 Score Learning Mastery Achievement Score Frequency 62 100 0 61 Total Pass Fail 25 4 29 % 86.2 13.7 100

The table above presents that 25 of 29 students in the class or about 86.2% passed the posttest 2 while 4 students (13.7%) failed in the posttest. It shows that the students achievement on vocabulary improved at a significant level in this cycle. As mentioned earlier, the research should achieve the minimum mastery standard at the standard of 75 in percentage to claim that it was already done. Since the classical result of the achievement was 86.2% that in fact was higher than the target of 75% (KKM), the research was therefore successful by this cycle.

c. Evaluative StageReflection The analysis of cycle 2 ended up by cyclically describing the reflection showed after observing the result of posttest 2. The students made important progress in vocabulary acquisition when movie with captions were implemented. It was obviously proven by the given result of students post vocabulary test in cycle 2 that was classically higher than those in cycle 1, rationally from 48.3% to 86.2%. The increase was as much as 37.9 in percentage. Such improvement later on draws an academic assumption that the increase exists when the students intentionally supported with the target language captions instead of the students native language subtitle. The most difficulty the students had been going through in cycle 1 was somewhat new vocabulary found in the movie texts. It was troublesome to memorize uneasy remember words since the students confused with which words (written Indonesian text) refer to what (spoken English text). Yet, the students no longer perceived it as a difficulty when they were served with the movie in English spoken and written texts at once. The whole elaborations in the process of this classroom action research lead to a conclusion that it was effective to therefore applying the caption movie viewing in teaching and learning to increase the students vocabulary in junior high school, particularly to the students of SMPN 4 Mataram in academic year 2010/2011.

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4.3 Discussion The classical analyses of the posttest 1 and posttest 2 demonstrated an important treatment effect in terms of vocabulary learning. Both reversed and bimodal format can increase the students vocabulary although the more successful vocabulary learning was revealed when bimodal format was applied in the classroom. The results suggested that aural, visual, and written forms of language in caption movie facilitated the seventh year students in recalling the target words. Indonesian caption assisted the students engage with the story. Furthermore, most new words were learned better when the video was shown with English caption. Students faced the difficulty to learn new vocabulary from the authentic material, but the video itself implicitly helped the students guessing the words meaning before they obviously learned the vocabulary. In addition, a set of vocabulary list in bilingual English-Indonesian translation was supporting in this way. The results revealed from each cycle aligned with the condition proposed by the research itself that 75% students in the classroom should pass the minimum mastery standard. Documentary data recorded from the posttests revealed that the percentage of students passed the minimum mastery standard was only 48.3% in cycle 1 and 86.2% in cycle 2. The result demonstrated that the condition of 75% was not fulfilled yet in cycle 1 due to the achievement that reached only 48.3%. On the other hand, the result appeared much better in cycle 2 where the achievement was

86.2% which met, even higher than the goal of 75%. In sum, the research claimed to be successful. In light of these findings, captioned movie viewing was considerably effective to increase the students vocabulary. The students individual score developed progressively after this input applied. It is clearly shown in the table percentage of classical increase from pretest to posttest (see appendix 11). The findings were supported in this respect by the result of the study conducted by Koskinen, Wilson, Gambrell, and Neuman, (1993) that reveals a significant advance in vocabulary skill. Similar findings also inferred from the study conducted by Garza (1991) that captions increased comprehension and language memorization in advanced FL learners. Subsequently, Baltova (1999) reported positive effects of captions on content and vocabulary learning also on relatively inexperienced students (grade-11 core French students in Canada) both at short- and long-term level. In nearly all cases, basically, the students troubled with target words recalling because syntactically and semantically the words in target language were complex and certainly a lot different from those in students native language. Moreover, the students even faced the vaguest command from the teacher during the learning process; a command such read a passage then try to find out some new vocabulary within was the very instance. The students politely ignored such instruction because they needed an extra over tiding mood and supporting media to recall the complex vocabulary. It was promising that the students learned new vocabulary better from movie caption viewing because it served the students a large amount of scenes, 47

images, and atmosphere that they were associated with. Accordingly, the vocabularies were tied up better in students memory. It worked better than just simply read and remembered the words, for instance l-o-u-n-g-e, found in the passage. Neuman and Koskinen (1992) state that the visual representation of words in video form appeared to be an important contributor to students increased word knowledge. In addition, they are also exposed to facial expressions and body language to aid understanding (Burt, 1999). The rational for the research failure in cycle 1 was the students unfamiliarity with the movie chosen as the material. Never did they see the movie before. In one hand, the movie was employing Indonesian caption during the while-viewing-activity that in fact they did little for vocabulary comprehension in target language. This was reasonable since captions in L1 hinder the beginner FL learners in acquiring new target vocabulary. In this reversed condition, the students indeed missed the use of language yet enjoy the story of the video. It affirmatively positive on the other hand because they focused on the story in which they should be engage with. Far better, the implication of movie with English caption in cycle 2 where the spoken language, printed text, and visual information were all in the target language could better the improvement of students vocabulary. As noted earlier, the students achievement had shown significantly higher in posttest 2. Given these facts, the result provides a new understanding that captioned movie were applicable in other ways. The students have to watch the video several times using different text aids in order to comprehend the content and vocabulary. It

was suggested that: first, watching the movie in native language captions help students understand the plot or the story of the movie, this was intended but not all for the entertainment. It was believed that some vocabulary acquired incidentally when reversed format of captioned movie employed. Krashen (1989) states that vocabulary is accidentally acquired through stories because familiar vocabulary and syntax contained in the story provide meaning to less familiar vocabulary and pictures illustration clarify the meaning of unfamiliar words. Second, watching the film with target language captions assists students comprehending the language, particularly, vocabulary. The students in this condition were not focused on the story anymore; rather, they paid attention to the use of language. Vanderplank (1988) showed the positive effect of monolingual subtitles on viewer-learners. Language in the movie is complex, but still they can learn vocabulary better from such input because in an intentional learning/teaching context, this type of screen translation helps viewer-learners in the language acquisition process by providing them with written comprehensible input, which adds confidence and security, thus creating a low affective filter (Krashen, 1982). It is believed that multimedia, particularly caption movie offers the learner with the comprehensible input to learn language effectively. Still, the teacher have to consider the movie chosen as the materials to be applied in the classroom based on the criteria of familiarity, short duration movie, and the strategy used in teaching. Not all the movies are suitable for students in terms of materials and level of proficiency.

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CHAPTER FIVE CONCLUSION AND SUGGESTION 5.1 Conclusion After going through process of discussing and analyzing the data in chapter four, the research findings concluded that the application of captions movie can increase the vocabulary of the students in current study, in this case the students of VII Bilingual at SMPN 4 Mataram. The development of students vocabulary that was observed thoroughly during this classroom action research answered the three research questions proposed in the statement of the problems that later on the detail of the findings put as follows: 1.The students level of vocabulary before captioned-movie applied in the classroom was very low as clearly displayed in the result of pretest. None of the students achieved the minimum mastery standard. 2.The students vocabulary level underwent the significant increased after the captioned-movie viewing employed in the classroom. The increase was about 48.3% in cycle 1 wherein 14 of 29 students in the classroom did not achieve the minimum mastery standard. Progressively, the students achievement improved for about 86.2% which meant 25 of 29 students reached the minimum mastery standard.

3.Accountably, the students vocabulary was highly increased after the captions movie applied in the classroom as the percentage of classical result showed the total increase for cycle 1 and cycle 2 was 86.2%. Intentionally, by strongly emphasizing the vivid improvement in students vocabulary, all the elaborations therefore addressed to a conclusion that caption movie can increase the vocabulary of VII grade students of SMPN 4 Mataram in academic year 2010/2011. 5.2 Suggestion Considering the result of the research, there are some suggestions that would like to be offered in order to get better attainment for further research: 1.The teacher can possibly make use of captioned movie to increase the students vocabulary to arouse the students mood in learning vocabulary. Captioned movie could also be a favorable choice for the students, far better when they know the strategy to learn from this media since it is nowadays widely spread. 2.It is not impossible to pick a specific theme of movie as the material to be applied for example a documentary movie of family theme. It is also possible to match the theme of the movie with the textbook used in the classroom. 3.Since many studies revealed that bimodal input was very supportive of each vocabulary, reading, listening, and writing skills, it will be best if the further research conduct a research investigating the effect of captioned movie in speaking skill since no study has been conducted in that field previously.

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