ENHANCING VOCABULARY MASTERY OF THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 2 PALEMBANG THROUGH SUBTITLED MOVIES. Wahid Ibrahim.

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1 ENHANCING VOCABULARY MASTERY OF THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH 2 PALEMBANG THROUGH SUBTITLED MOVIES Wahid Ibrahim Ngindomx1@gmail.com The objectives of this study were to find out whether or not the use of subtitled movies could (1) enhance students vocabulary achievement; and (2) difference in the tenth graders vocabulary achievement between who were though by using subtitled movies and those who were not. The sample of the study was all tenth grade students of SMA Muhammmadiyah 2 Palembang in the academic year of 2013/2014 that consisted of 71 students. A quasi-experimental design was used in this research with 20 meetings including pre-test and post-tests. The findings showed that (1) there was a significant difference in the tenth graders vocabulary mastery after they are taught using subtitled movie. (2) Using subtitled movie as a medium could enhance vocabulary mastery. (3) Using subtitled movie or audio visual as medium to teach English provide the students more fun in teaching learning activity. To show the value of the results of this research, some interpretations are presented and conclusions are drawn. Key Words: Subtitled Movies, Vocabulary Mastery INTRODUCTION The using of English in Asia has been classified as a foreign language because the people in Asia are generally not being in an environment where there are a lot of English users around them and they are unlikely to feel a deep emotional need for the language (Paul, 2003). The presence of the mother tongue as the language of everyday people adds to the difficulty to learn or apply English. It is a challenge for English teachers in Asia to work harder and have more ability to attract students of English as Foreign Language motivated in learning English. To face the issue, the national education standard in Indonesia requires educators to use strategies that not only improve students' motivation and successful learning, but also the use of information and communication technology, the principle of individual student differences, and the independent work of students both individually and groups in various ways. So that, the needs of finding new teaching innovations that can fulfill all the desired aspects has been increasing. Innovations in teaching can be a method, medium, or technique. Many experts in education explain their ideas in the form. Instructional media is one of the many forms of learning innovation and meticulous experts have developed. According to Sadiman, at. all (2002), Media is anything used to send the message(s) from the sender(s) to the receiver(s), so it can be aroused the learners thought, feeling, and interest to gear the students" learn. Not limited to this, audio-visual media often encounter students in their daily life. Audio-visual devices can be a TV, video, or other devices that can be received senses of

2 sight and hearing. In line with that, Krashen (1982) leads to subconscious language acquisition, has increased a lot with the provision of such technical devices as TV, LCD projector, laptop, DVD player and video materials into the classrooms. TV provide a variety of dialogues with nonverbal cues and information about the context and the relationship among the interlocutors, they are useful for teaching English. And movies as one of TV products can be used to show language in context, or to show how the relationship between characters can influence language (Kitao & Kitao, 2009). Movies can be considered as authentic material and they provide the learners with genuine input (Mishan, 2004). The genuine input helps the pupils to understand that there is a connection between the more traditional classroom teaching and the real world and that the foreign language is used in real everyday situations outside the classroom (Gebhard, 1996). Moreover, as Krashen (1982) points out, a natural input helps the learners to acquire language without necessarily even noticing that they are hearing or reading a foreign language. In line with that it has been studied that films enhance English language skill development since they bring variety, reality, authenticity and flexibility into the EFL classroom and before anything, diversify the curriculum (Stoller, 1988). Another Expert says that using movies can motivate the students to study English and the visuality of the film may also help the weaker students to understand since it offers another channel of understanding in addition to just listening to the language (Champoux,1999, Allan, 1985, Stoller, 1988). And Its can be used to analyze or demonstrate functions, such as requests, apologies, and compliments. They can also be used to teach concepts related to linguistic pragmatics, for example, to demonstrate positive and negative politeness. This movie advantages can accomodate through read the subtitle. Chall (1983), states that reading is one of the most crucial skills for the children s success in school and in life. Reading is an active process, because it involves interaction between the reader and the text. Related to subtiled movie, in reading the subtilted, the reader needs to proceed the information that she/he gets from the text into his/her brain (Hwang & Huang, 2011). The student vocabulary mastery was different each country. In fact, Indonesian student s vocabulary mastery and reading ability are still low. Diem (2011) found that in reading, the mean score in posttest of students was It indicated that students score in reading after being exposed by 3-Ls is still low and need more treatments. Furthermore, Indonesian students English proficiency was on the 27 th place in English First English proficiency index (EF-EPI, 2012). Although located in the same continental, ironically Malaysia was categorized as high proficiency in which it was ranked at 9 th from those 44 countries The students of SMA Muhammadiyah 2 Palembang who were the focus of this study still get low score in English study. It s proved by the average score of English was This score is still insufficient to achieve the minimum passing score criteria. Meanwhile, the value

3 of the minimum passing criteria for English score is 75. To prove the students level of English language ability SMA Muhammadiyah 2 Palembang. Researchers conducted a preliminary test of the vocabulary mastery. Based on the results of the preliminary test and treated with ITEMAN program conducted at the school got the result that the average value of the vocabulary is still below 55. Therefore giving treatment to improve the vocabulary knowladge is needed. And, there are many way to improve student vocabulary. Because without enough vocabulary, student will get difficulties in understanding the text. Therefore, vocabulary teaching and learning was a constant challenge for teachers as well as students because historically there has been minimal focus on vocabulary instruction in the EFL classroom. Due to this, an increased emphasis on vocabulary development is crucial for the English language learner in the process of language learning. In his research, Yuksel & Tanriverdi (2009) found that there are significant differences between the teaching using movie with subtitled and using movie without subtitled. In other words subtitled movie also plays a major role in improving students' vocabulary mastery. According to Meara (2002), studies on vocabulary have dramatically increased over the past 20 years. This change may be attributed to the re-recognition of the roles that vocabulary plays in communication, acquisition, and learning (Kadota, 2003). Vocabulary, in addition to grammar and pronunciation, is one of language elements considered necessary for language mastery. From the introduction above, the writer does the similar research, and the study attempted to explore the impact of movie enhanced by using English subtitles on Muhammadiyah 2 Senior High School students. Particularly, the research aims to answer the question How would the use of a language material (i.e., movie) with English language subtitles affect vocabulary development? It is assumed that significant differences was found between the groups watching movie with subtitles and without watching subtitled movie in developing vocabulary mastery. Dealing with the introduction above, the writer attempt to propose a study with the title Enhancing Vocabulary Mastery of the Tenth Grade Students of SMA Muhammadiyah 2 Palembang through Subtitled Movies. Through this teaching medium the students expect to be engaging in reading comprehension and of course vocabulary mastery. Based on the outlines above, the problems of the study were formulate in the following question: (1) Did the use of subtitled movies enhance reading comprehension achievement of the tenth graders of SMA Muhammadiyah 2 Palembang?, (2) Was there any significant difference in reading comprehension and vocabulary mastery between the tenth grade students of SMA Muhammadiyah 2 Palembang who were though by using subtitled movies and those who were not?

4 The objectives of this study were to find out (1) whether or not the use of subtitled movies enhanced vocabulary achievement of the tenth graders of SMA Muhammadiyah 2 palembang, (2) whether there is any significant difference in vocabulary mastery between the tenth grade students of SMA Muhammadiyah 2 Palembang who were though by using subtitled movies and those who were not? METHODOLOGY Research Design In this study, the writer used one of the quasi-experimental designs that is nonequivalent control group design, this design can be diagrammed as follows (Campbell & Stanley, 1963): Experimental group O 1 X O 2 Control group O 3 O 4 Where: O 1 : pre-test of experimental group O 2 X : post-test of experimental group : treatment O 3 O 4 : Line presents there is no treatment in control group : pre-test of control group : post-test of control group Teaching Procedure In this stage, for the control group the writer gave pre-test and post-test without any treatment. The treatment executed to the experimental group. In the treatment, teacher taught the English subject integratedly in some meeting. Its mean that, for each meeting with allocation 2 x 45 minutes, the teacher teaches English skills integratedly. This kind of teaching did for 20 meeting. Population and Sample The researcher took two classes of the tenth graders of SMA Muhammadiyah 2 Palembang as the population of this study. As shown Table 1 Table 1 The Population of the Study No Class Total Number 1 X X.2 35 Total 71 Of Students

5 Seventy-one tenth grade students of SMA Muhammadiyah 2 Palembang participated in this study. The participants are from different socioeconomic backgrounds, and range in age from 16 to 18 years old. The writer used all the population for sample. Arikunto (2002) suggests that if the population is fewer than 100, the researcher should take all the population as the sample. In order to decide which class would be the experimental group, and which one would be control group, the writer flipped a coin. The up side of the coin would be the judgment for experimental group, whereas the opposite side would be that for control group. The result of the sampling group was X.1 as experimental class and X.2 as control class. Technique for Collecting the Data Test In collecting the data, the writer used a test. The test was administered twice as the pretest and posttest. The pretest was given to find out the initial difference between experimental and control group in student s vocabulary before the treatment. The posttest was given after the experimental class received the treatment for certain period of time. It aims at measuring the different of the student s vocabulary. In vocabulary test there were two types of test in this study. They were multiple choice test as well as matching test. The former test consisted of 40 questions with four options. In addition test item are divided into lexical vocabulary (words that have meaning when they stand alone) and functional vocabulary (words that do not have meaning when they stand alone such determiners, preposition as well as conjunction). Validity and Reliability To estimate the content validity and reliability of the test the writer used table of the test specifications to represent the tenth grade curriculum. The writer was using ITEMAN program to test the validity of the test. The early try out did to collect data for run ITEMAN. The writer processed the data by using ITEMAN to get the validity and reliability of the test. Technique for Analyzing the Data Statistically, after collecting the data scores of the test calculated through SPSS 17. In SPSS, the writer used compare means analysing program. The writer used paired sample t- test to see the significant difference between pre-test and post-test. Furthermore, the writer ran the independent sample t-test to see the significance difference in post-test results in both of experimental and control group. From the comparison, the writer could see how far the significant difference in vocabulary achievement between the students who were taught by using subtitled movie and the students who were not. Additionally, the writer described the data analyses in form of scores frequency and percentage. The data calculated through SPSS 17.

6 FINDINGS AND INTERPRETATION The Result of Vocabulary Mastery Test The Description of Pretest and Posttest Score of Vocabulary Mastery in the Experimental Group and Control Group The post test score is higher than the pretest score. It means the use of subtitled movie can develop the students vocabulary mastery. Additionally, it is showed that the post test score and the pre-test score are relatively the same in the control group. The pretest score of vocabulary mastery in experimental group there are 0 students (0%) in very poor category, 14 students (40%) in poor category, 18 students (51,43%) in average category, and 3 students (8,57%) in good category. While in post-test, there are 6 students (17,14%) in poor category, 17 students (48,57%) in average category, 11 students (31,43%) in good category and the rest 1 student (2,86%) in very good category. The pre-test in control group there are 17 students (47,22%) in poor category, 18 students (50%) in average category, 1 student (2,77%) in good. While in the post test, there are 13 students (36.1%) in poor category, 22 students (61,1%) are in average category, and 1 student (2,77%) in good category. Normality of the Data Before analyzing the data, normality of the data should be measured. In determining normality of the data Kolmogorov-Smirnov test was used. The Result of Normality Data Test of Vocabulary Mastery Score in Experimental Group and Control Group In analyzing the normality of the data of vocabulary mastery test score, one sample Kolmogorov-Smirnov test was used since the data of each group less than 50. The Kolmogorov-Smirnov test of the pre-test and posttest of vocabulary mastery in experimental group and control group showed that significance was higher than Alpha (α) It can be concluded that the all data obtained were considered normal. The Statistical Analysis In order to verify the hypotheses proposed, the statistical analyses were applied. The t-test used both paired sample t-test and independent sample t-test in which paired sample t- test was used to find out whether there is a progress of the tenth graders vocabulary mastery before and after the use of subtitled movie in experimental group, meanwhile independent

7 sample t-test was applied in order to find out whether or not the use of subtitled movie developed more the tenth graders vocabulary mastery. Paired Sample t-test Analysis Statistical Analysis on The Result of Pre-Test and Post-Test of Vocabulary Mastery in Experimental Group and Control Group The mean of vocabulary mastery pre-test in experimental group was and the standard deviation was The mean of vocabulary mastery posttest in experimental group was and the standard deviation Furthermore, the result of table paired sample t-test, the mean was with standard deviation of t- obtained was at degree of freedom 34 (df 34) t- table was The level of probability significant (Sig. (2-tailed)) t- obtained was higher than t-table It can be stated the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It meant that the use of subtitled movie developed the vocabulary mastery. Independent Sample t-test Analysis for Significant Difference in Vocabulary Mastery Between The Students Taught Using Subtitled Movie and Those Who Were Not Taught Using Subtitled Movies. In order to find out whether there is a significant difference in the tenth graders vocabulary mastery between the students taught using subtitled movie and those who were not taught using subtitled movies independent sample t-test was used. In group statistics shows mean score of experiment group with standard deviation is and mean of control group is with standard deviation is The second output shows mean difference between experimental group and control group is , t obtain is higher than t table with degree of freedom 69 (df:69) at the significance level of t tail 0.05 is (t-obtain > t table 1.993), level of probability is lower than 0.05 (Sig < α 0.05). Ho 3 is rejected and Ha 3 is accepted. It means there was a significant difference in the tenth graders reading comprehension and their vocabulary mastery between the students taught using subtitled movie and those who were not taught using subtitled movies. Interpretations of the Study Based on the finding above, the following interpretation which focus on vocabulary mastery are presented. Obviously, there is strong evidence that the student s reading comprehension represented by the scores of pretest and posttest in both group increased as explained in the finding above. For the pretest, the vocabulary mastery test mean score was

8 in experimental group and in control group. And in the posttest, there is a significant increased in experimental group from to so the gain was On the other hand, the posttest score in comparison group also increase from to with the gain was It can be stated that the null hypothesis (Ho 1 ) was rejected and the research hypothesis (Ha 1 ) was accepted. It meant that the use of subtitled movie enhaced the vocabulary mastery. In order to find out whether there is significance difference in the tenth graders vocabulary mastery between the students taught using subtitled movie and those who were not taught using subtitled movies independent sample t-test was used. Group statistics shows mean score of experiment group with standard deviation is and mean of control group is with standard deviation is The second output shows mean difference between experimental group and control group is , t obtain is higher than t table with degree of freedom 69 (df:69) at the significance level of t tail 0.05 is (t-obtain > t table 1.993), level of probability is lower than 0.05 (Sig < α 0.05). Ho 2 is rejected and Ha 2 is accepted. It means there was significant difference in the tenth graders vocabulary mastery between the students taught using subtitled movie and those who were not taught using subtitled movies. Based on the finding data, the writer interpreted that after getting the treatment, the students vocabulary mastery in experimental group was better than that in control group. In fact, the writer drew the interpretation based on some analysis related to the whole data that were found during the research study. Overall, for the experimental group, the writer inferred that the data of the students test score after getting the treatment that had been collected from the result of the tests. Firstly, the writer found that most of students thought that using subtitled movie as medium could improve their reading comprehension because the medium trained them to improve their reading comprehension and vocabulary mastery. The finding was supported by the test results that showed the significance difference between result before the treatment and after the treatment. In brief, using subtitled movie as medium in teching english can be applied as an effective medium in reading comprehension lesson. It can improve the students reading comprehension and vocabulary mastery. CONCLUSIONS First, subtitled movies can be used as teaching medium in teaching English in general and teaching reading comprehension and vocabulary in particular because there were differences in reading comprehension and vocabulary mastery between the students who were taught by using subtitled movie and those who were not. Its show that the their better achievement toward reading comprehension and vocabulary mastery can be seen based on the scores of the

9 posttest which were higher than the scores of the pretest. Its conclude that alternative hypotheses of reading comprehension and vocabulary mastery is accepted and null hypotheses is rejected. Second, there were also significant differences between the students reading comprehension achievement and their vocabulary mastery after they were taught using subtitled movie. Its conclude that the alternative hypothesis of significant difference between the tenth graders reading comprehension and their vocabulary mastery after they are taught using subtitled movie was accepted, and null hypothesis of significant difference between the tenth graders reading comprehension and their vocabulary mastery after they are taught using subtitled movie was rejected. It infers that vocabulary mastery increased more than their achievement in reading comprehension. As the result, the students were able to gain the progress in their reading comprehension and vocabulary mastery. The using of subtitled movie as medium can improve reading comprehension and vocabulary mastery as the matter of fact that there was significant difference in reading comprehension and vocabulary mastery achievement between students who were taught by using the medium and those who were not. SUGGESTIONS From the result of study and the data collections, it can be seen that the using of subtitled movie as medium gives good effect to the progress of reading comprehension and vocabulary mastery. Hence, the writer would suggest that the teacher using subtitled movie as medium in teaching reading comprehension and enhance student s vocabulary mastery. Finally, the writer would suggest the teachers of English are also use other ICT media in teaching vocabulary and reading comprehension to the tenth graders. And for the tenth graders should take care with English word in movies when they watch them so that those movie can help them learn English. Through that way, the reading activity will be more meaningful since the condition supports reading activity. References Allan, M. (1985). Teaching English with video. London: Longman. Arikunto, S. (2002). Prosedur suatu penelitian: pendekatan praktek. Edisi Revisi Kelima. Penerbit Rineka Cipta. Jakarta. Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for Research. Retrieved from Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill. Danan, M. (1992). Reversed subtitling and dual coding theory: New directions for foreign language instruction. Language Learning, 42(4),

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