Universitas Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment of the Requirements
For the Degree Sarjana Pendidikan
Wakhid Syarifudin 20120540123
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
Universitas Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment of the Requirements
For the Degree Sarjana Pendidikan
Wakhid Syarifudin 20120540123
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
I am a student with the following identity:
Name : Wakhid Syarifudin
NIM : 20120540123
Program Study : English Education Department
Faculty : Faculty of Language Education
University : Universitas Muhammadiyah Yogyakarta
Certify that the skripsi entitled “Students’ Perceptions on Learning Vocabulary through Watching English Movies at English Education Department
Universitas Muhammadiyah Yogyakarta” is definitely my own work. I am completely responsible for the content of this skripsi. Others’ opinion or findings included in this skripsi are quoted in accordance with ethical standard.
Yogyakarta, December 27th, 2016
The researcher,
writer so that he can complete the writing of this skripsi. In this occasion, the writer would like to exoress his deepest gratitude and appreciation to the following:
1. The writer’s family “Bp. Slamet Mulyono, Ibu Siti Rofiah, My brother Fajar Ramadhan and Ardiansyah Saputra” for their love, support, caring, prayer, and helps.
2. Mr. Puthut Ardianto, S. Pd., M. Pd., as the supervisor for the patience in providing carefully guidance, helpful correction, indefatigable suggestion and encouragement to the best result of this skripsi.
3. Ms. Indah Puspawati, S.pd., M.A. and Ms. Mariska Intan Sari, SS., M.A. as examiners for all suggestion and valuable comments to improve my skripsi writing.
4. All the lecturers of English Education Department, Universitas
Muhammadiyah Yogyakarta, for teaching and guiding me during studying in this department.
5. All the students in English Education Department, Universitas
Muhammadiyah Yogyakarta of batch 2013 who are willingness as my participants to support this skripsi.
6. All the friends in English Education Department, Universitas Muhammadiyah Yogyakarta of batch 2012 and 2013. Thank you for providing me the time and valuable friendship who are cannot mention one by one.
Approval Sheet...ii
Identification of the Problem...4
Limitation of the Problem...5
Formulation of the Problem...5
Objectives of the Research...6
Significance of the Research...6
Chapter Two: Literature Review...8
Perception...8
Vocabulary...9
Mass Media in Learning Vocabulary...13
Movie...16
Conceptual Framework...20
Chapter Three: Methodology...23
Research Design...23
Research Setting...24
Participant of the Research...24
Data Collection Method...25
Analysis of Data...27
Chapter Four: Finding and Discussion...29
Learning Slang Words...31
Knowing How to Use Vocabulary Based On The Context ...31
Knowing How to Pronounce English Words Well...32
Knowing Antonym and Synonym of Words...34
Knowing How to Use Idioms...34
Increasing The Mastery of Technical Terms...35
Giving Exposure...35
Knowing The Spelling of English Words...36
Knowing The Meaning of Words From The Visual...37
The Challenges in Learning Vocabulary through Watching English Movies....38
Different Pronunciation of Certain Words ...38
Difficulties in Keeping Up with The Speed of The Conversation ...40
Undesrtanding The Coarse Language ...41
Chapter Five: Conclusion and Recommendation...42
Conclusion...42
Recommendation...44
References...46
Universitas Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language Education as a Partial Fulfillment of the Requirements
For the Degree Sarjana Pendidikan
Wakhid Syarifudin 20120540123
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
English Education Department (EED) of Universitas Muhammadiyah Yogyakarta, vocabulary is just integrated in courses, thus students need to be creative to improve their vocabulary. The objectives of the research are to know the advantages and challenges of learning vocabulary through watching English movies at the English
Education Department, Universitas Muhammadiyah Yogyakarta from the students’
perspective.
This research employed a qualitative research design. To answer the research questions, the researcher conducted interviews to six participants of batch 2013 of EED UMY and then the researcher analyzed the data.
The findings of this research showed that watching English movie could increase
students’ vocabulary. The reason why their vocabulary increases are knowing formal and informal words, learning slang words, knowing how to use vocabulary based on the context, knowing how to pronounce english words well, knowing antonym and synonym of words, knowing how to use idioms, increasing the mastery of technical terms, giving exposure, knowing the spelling of English words, and knowing the meaning of word from the visual. Related to the challenges on learning vocabulary through watching English movie, they include: different pronunciation of certain words are hard to deal with. In addition, difficulties in keeping up with the speed of the conversation and undesrtanding the coarse language become the challenges too.
Chapter One Introduction
This chapter discusses several points. The first point is about the background of this study. In the background, the researcher presents the reason why the researcher conducted this research. The second point elaborates the limitation of the problem; the researcher explains some factors that limit this research. The third point discusses the formulation of the problem. The fourth point discusses the purpose of the study. Finally, The fifth point discusses significance of the study; the researcher explains the advantages of this research for the researcher, students, lecturers, and other
researchers.
Background of the Study
important role in facilitating this process.
Based on a research written by Sabouri and Osbouei (2015),
The main significance of the obtained results lies in the fact that vocabulary instruction plays a key role in any instructional arena and hence coming up with appropriate ways for improving this fundamental component of language in learners can help alleviate much of the learners' problem with the whole process of learning (p.112).
It means vocabulary is an important key to learn English.Learning English means learning the speaking, listening, writing and reading skills. In addition vocabularies and grammar are also important to support mastering the English skills. This
statement is supported by Robertson and Nunn (2008) who said that vocabularies are the basic element of learning second/foreign language. Furthermore, Webb (2010) asserted that vocabulary is the goal of second/foreign language learning. In other words, students are not only required to master the four skills but also vocabularies, to support the learning.
for Daily Conversation, Listening and Speaking for Formal Setting, Listening and Speaking for Academic Purposes, and Basic Reading and Writing.
Looking at these conditions and considering the importance of mastering vocabularies, students need to be creative in mastering English vocabulary to succeed their English learning. Since vocabulary is not taught under a specific course,
students need to find a way to learn vocabulary inside or outside the classroom. In fact, there are many ways in mastering English vocabulary. Based on a research written by Tafani (2009), students claim that using movie is a good way to improve English vocabulary and gives them more chances to practice English. They used movies to learn English outside the classroom.
Based on the researcher’s experience, students at EED UMY use specific
ways to learn vocabulary; these were based on activities provided by the lecturers in the classroom. For example, students learn vocabulary by using songs. They then write the lyrics and find the meaning. In addition, students use particular books to learn vocabulary. Then they look for unknown vocabulary using dictionary and answer the meaning. However, according to the researcher’s experience, most
teachers will ask the students to look for the meaning of specific English words and translate them into Indonesian language. These are several ways to learn vocabulary according to the researcher’s experience.
used to learn vocabulary by the students. The lecturers use movie in teaching and learning process. The lecturers sometimes used movie to review the material and used movie to give introduction to the material. The researcher thinks this is a good way to learn vocabulary. Therefore, the researcher becomes interested in conducting the research because English movies provide original language spoken by the English native speakers. This idea is in line with Kovacs and Miller (2014), who stated that “students studying foreign languages often wish to enjoy authentic foreign-language video content” (p.1).
The researcher believes that watching English movies provide some benefits in improving student’s vocabulary. This is also according to the researcher’s
experience that he loves watching English movies. Therefore, he is confident to say that he has gained more vocabulary by watching the movies. When he is going to say difficult English words, he remembers the action in the English movie and he can recall the words. It is also agreed by his classmates, who said that watching English movie can be a good idea to learn vocabulary. With the background above, the researcher is interested in finding out the student’s perceptions on learning
vocabulary through watching English movies. Identification of the Problem
most EFL teachers often emphasize learning grammar more than vocabulary in their teaching” (p.182). From the argument, it can be said that even though vocabulary and grammar are important, they are not frequently exposed by teachers. Therefore, learning vocabularies can be done by utilizing technology such as internet and other media which can be done both inside and outside the classroom.
According to the students of EED UMY, they preferred to watch English movies as a way to learn English vocabularies because this way is interesting and do not make the students feel bored during the English learning process. Looking at this condition, the researcher is triggered to research on student’s perceptions on learning
vocabulary through watching English movies.
Limitation of the Problem
This research investigated the students’ perception on watching English
movies as a way to improve their vocabularies. Also, the challenges faced by the students in learning vocabulary through watching English movies were investigated as well. The research focused on English movies; therefore non-English movies that use English subtitle will not be counted. In addition, this reserach also focused on the advantages and challenges in learning vocabulary through watching English movies.
Formulation of the Problem
Based on the background above, the researcher formulated two research questions as follows:
movies at the English Education Department, Universitas Muhammadiyah Yogyakarta according to the students’ perception?
2. What are the challenges in learning vocabulary through watching English movies at the English Education Department, Universitas Muhammadiyah Yogyakarta according to the students’ perception?
Objectives of the Study
Based on the research questions, this study purposed to accomplish the following objectives:
1. To reveal the advantages of learning vocabulary through watching English movies at the English Education Department, Universitas Muhammadiyah Yogyakarta according to the students’ perception.
2. To reveal the challenges in learning vocabulary through watching English movies at the English Education Department, Universitas Muhammadiyah Yogyakarta according to the students’ perception.
Significances of the Study
The researcher expects that this research give significances to several elements such as for the researcher, the lecturers, the students, and the institution.
The researcher. The researcher expected that this research can answer the researcher’s curiosity on students’ perception on learning vocabulary through
researcher’s belief about watching English movies, which can be beneficial to learn
English vocabulary. Through this research, the researcher can gain knowledge and understanding from several literatures as well. Lastly, by conducting this research, the researcher can experience the reality of academic research.
The students. This study may be helpful for the students at the English Education Department of Universitas Muhammadiyah Yogyakarta. It helps them be more alert to their vocabulary mastery. In addition, it may provide useful information for them in revealing the benefits of watching English movie. Students can use movies as media to improve their vocabulary. Furthermore, it may help them understand that mastering vocabulary is an important aspect in language learning.
Lecturers. The lecturers can get information and knowledge from this research. They can use the findings of the research as an evaluation related to their teaching methodology especially using movies. In addition by knowing the
challenges faced by the students, lecturers can modify the use of movies in teaching vocabulary. Therefore, the lecturers may use this research as a reference in teaching vocabulary.
Chapter Two Literature Review
This chapter discusses several topics related to the theme of this study. The topics include perception, media to learn English, types of media, movie as media to learn English, vocabulary, media to learn vocabulary, and watching movie to learn media vocabulary.
Perception
People have different opinion towards perception. Segall, Campbel, and Herskovit (1968) stated that “perception is an aspect of human behavior, and as such
it is subject to many of the same influences that shape other aspects of behavior” (p.5). In education, perception plays important role as Keller and Cernerud (2002) mentioned that perception is related to the quality of learning environment. Simply, based on a research written by Wood (2013), perception is often called as point of view or someone’s opinion, description, supposition, and how someone perceived.
Based on a research written by Wood (2013), perception is very unique. There are several factors that may influence perception. Life experience, perceptual,
expectancy, cultural factors, need and interest and structure of references may trigger and differ people’s perceptions (Wood, 2013). The process of creating perception of someone’s mind is unique. Initially, a person gets stimulus from the environment.
subjective judgment toward the stimuli (Wood, 2013). In short, perception that is going to be taken in this research is the one written by to Wood (2013), who said that perception is point of view or someone’s opinion.
Vocabulary
The researcher discusses several parts related to vocabulary. The first one discusses about the definition of vocabulary. The second one discusses about types of vocabulary including receptive vocabulary and productive vocabulary. The third one discusses about vocabulary learning.
Definition of vocabulary. Vocabulary is all the words known and used by a particular person (Cambridge dictionaries online, 2016). According to Burns and Broman (1975), who stated that “vocabulary is the stock of words used by a person, class or professional, all having much in common, yet each distinctly different” (p.295). There are three definitions of vocabulary according to Hornby (1995), defines vocabulary as a total number of words in a language, as all the words known to a person or used in particular book, and as list of words with their meanings, especially one that accompanies a textbook in a foreign language.
In addition, Schmitt and McCharty (1997) stated that, receptive and
Types of vocabulary. Some experts have classified types of vocabulary. Based on a research written by Shepherd (as cited in Setiawan, 2010), he classified vocabulary into two kinds: a receptive vocabulary and expressive vocabulary
(productive vocabulary). It means receptive vocabulary is words that are known when the students listen and read. Receptive vocabulary is also called passive process because students only receive the thoughts of each other and not their own thinking about the truth of the opinions of each other. The definition of expressive vocabulary is the words used when the learner speaks and writes. It is in line with a research written by Shepherd (as cited in Setiawan, 2010). Based on a research written by Celca-Murcia (2000) there are two kinds of vocabulary, namely receptive and productive vocabulary.
Receptive vocabulary. Receptive vocabulary is vocabulary in the lexical items
which the students familiar and understand when they meet them in the context of reading and listening materials. It means vocabulary that students identify when they see it within the context of reading but does not use it in speaking and writing. Based on a research written by Zhou (2010), receptive vocabulary refers to the ability to understand a word when it is heard or seen. Receptive vocabulary is also called passive process because students only receive think of other forms and no response for use. Within the meaning of the language, receptive vocabulary is regarded as basic vocabulary. It is far greater than productive vocabulary because there are many words that are recognized when students hear or read but does not use it when he speaks or writes
students understand, can pronounce correctly, and use constructively in speaking and writing. This involves what it needs for receptive vocabulary plus the ability to speak or write at the right time. Productive vocabulary is used in speaking and writing, the stage of teaching and learning must end with vocabulary practice, where the students get an opportunity to try to use the vocabulary in a context. Therefore, the productive vocabulary can be addressed as an active process, because students can generate the words to express their ideas to each other.
Vocabulary learning. From the research result of Dafsari and Azari (2015), “learners need to acquire vocabulary learning strategies in order to discover the
meaning of new words” (p.657). In other words, the strategies should be useful in a situation where the students encounter new and unfamiliar words, also help students to use words that they hear and see. Students can learn vocabulary using software, this statement is also supported by Mayer and Sims (as cited in Ferit and Jaroslaw, 2010), who stated that ”multimedia vocabulary learning environments would attempt to help learners construct connections between the verbal and visual representational systems” (p.56). In addition, based on a research written by Groot (as cited in Ferit and Jaroslaw, 2010), “adds to the list the importance of constructing
computer-assisted vocabulary learning environments in accordance with the widely accepted notions of how words are acquired, so that the words learnt are stronger embedded in the memory needed for long term retention” (p.57).
word in vocabulary learning. It is in line with a reserach written by Dafsari and Azari (2015).
Principle of vocabulary learning. There are several points in principle of vocabulary learning based on a research written by Herman and Dole (1988).
Vocabulary knowledge and reading comprehension teachers. Based on a
research written by Herman and Dole (1988), who stated that “teachers often assume that vocabulary is an important part of a comprehensive reading program because they believe that students who understand words in a selection will comprehend what they read” (p.44). It means the students will understand the word which they know.
Contextual approach. Based on a research written by Herman and Dole
(1988), who stated that “the contextual approach to vocabulary instruction is designed to teach students the meanings of new words by having them selection. For this method, sentences are specifically constructed so that students can learn something about the meaning of words by thoughtfully examining context clues” (p.47).
Instructional context approach. Based on a research written by Herman and
Dole (1988), who stated that “many basal reading programs and experienced teachers use pedagogical context to teach vocabulary words, especially to pre-teach words before students read a selection. For this method, sentences are specifically constructed so that students can learn something about the meaning of words by thoughtfully examining context clues” (p.47).
Natural Context Approach. Based on a research written by Herman and Dole
however, whether they are in basal reading programs or in trade books, are not written to provide rich context for every potentially difficult word but to communicate ideas” (p.48).
Related to the principle of vocabulary, watching English movie is included in the natural context approach because students become independent learners on learning vocabulary through watching English movies. Students can figure out meanings of words on their own by reading the English subtitle on English movie and the conversation of the actor as well as the visualisation from the movies.
Mass Media in Learning Vocabulary
Media is a communication tool to convey a message and information and can be used to support learning. Through media, information can be quickly spread to the rest of the world. Almost all media can be used for learning English. Based on a research written by Suyanto (as cited in Suharsih and Hamidiyah, 2006), the use of effective and interesting media in teaching can help the students understand the material easily. It means the students can easily understand the material with good media and will be happy to learn and not easily bored.
television, online media, new media, all these so-called mass media. They reach many people at one time and people cannot be separated from the media because media have a very important tool bleak and people are accustomed to rely on the media to do something every day.
The media provides students with practice using the language through newspapers, magazines, radio, TV, movies, books, internet, and tasks that develop reading skills, writing, speaking and listening skills. Based on a research written by Tafani (2009), they also provide students with lots of inside and outside classroom activities, promoting extensive reading by giving the students the confidence and the ability to continue their reading outside the classroom and above all they enhances motivation. It means media can provide motivation to students. Media give us information about what is happening in the world. It broadens our knowledge and deepen our understanding.
Types of mass media. Based on a research written by Tafani (2009), there are several kinds of mass media which can be used in learning English, they are:
Newspapers. Students can learn English by using English newspaper. It can
develop vocabulary of the students and effective for using as media for learning in the class. Based on a research written by Tafani (2009), newspaper can be used as
materials to develop students’ language skills. It means by reading the newspaper
students gets more benefit from reading in the newspaper and can develop their vocabulary, grammar, reading comprehension, critical thinking skills, and writing skills.
different subjects, cutting out pictures and passages associated with particular topics. Commonly, students read magazine to update the new fashion. Based on a research written by Tafani (2010), who stated that “magazines are also sources in language development in providing pictures to stimulate verbal or written stories (p.86).
Books. Reading the books could update information, knowledge, and also
vocabulary. Many unfamiliar words found in every sheet of the books. Based on a research written by Tafani (2010), who stated that “books are lack the immediacy of other mass media, but they make up for that by greater thoroughness and
permanence” (p.86).
Radio. Radio has an important role in developing the public's imagination, in
creating an image in the mind through the power of words and in stimulating the imagination to fill in the visuals. Based on a research written by Tafani (2009), a lot of radio programs contribute to language learning. The radio program can be used for studying and developing listening skills of the students, by listening to the words spoken by the announcer. Radio gives new information and entertainment. In
language classes radio helps the pronunciation, the intonation, and the pitch of voice. Television. Most people always watch television every day. Television is media
pre-activities for the coming issue, as supplementary materials for a certain topic, for up-to-date information, to update the information in the textbooks” (Tafani, 2009).
Movie. Students can learn English through watching English movies. In
addition, student can read the English subtitle to make them understand more about the language. Based on a research written by Sherman (in Tafani, 2009) who stated that “the eye is more powerful than the ear” (p.88).
Internet. Based on a research written by Tafani (2009), Internet helps students
and teachers to compare and classify information, to induce and deduce ideas, to analyze errors, to abstract concepts, to analyze perspectives, to gather information, and to work in teams. It means internet greatly help students to find anything they need. Students can develop their vocabulary on the internet by playing games online or by watching English videos on YouTube. Students can access resources for learning via the internet such as: task, download songs and books downloaded on the internet as a book reading at home.
Movies
The researcher discusses several topics related to movies. The first topic discusses about the definition of movie. The second topic discusses principle of vocabulary learning. The third topic discusses of learning vocabulary through watching movie. The fourth topic discusses advantages of learning vocabulary through watching English movies. The six topic discusses disadvantages of learning vocabulary through watching English movies.
Dictionary (2010), is “a series of moving pictures recorded with sound that tells a story” (p.1002). Movie also defined as shown in a cinema or on television and often telling a story (Cambridge dictionaries online, 2016). Because this is in a form of visual aids, it can be used to teach in the classroom. According to Oxford Advanced Learner’s Dictionary (2010), movie has the same meaning as movies. In this case the researcher will use the term movies in the research.
Learning Vocabulary through Watching Movie. Based on a research written by Ismaili (2013), movies provide exposures to “real language,” used in
authentic settings and in the cultural context in which the foreign language is spoken. It means watching movies can develop the ability of students to speak English
because the movies may affect the development of vocabulary easily. Based on a research written by Ismaili (2013), movies are an enjoyable source of entertainment and language acquisition. It means movies can refresh our mind and can relieve stress because of difficult assignment, assessment and lesson because watching movie is very fun.
Based on a research written by Tafani (2009), watching movies is very
Advantages of Learning Vocabulary through Watching English Movie. There are advantages of using movies based on a research written by Merita and Ismaili (2013), and Mirvan (2013). First, visual images stimulate student’s
perceptions directly, while written words can do this indirectly. It means students can quickly learn new words because there are images they can see in the movie. This can add to the knowledge of students and students can quickly give an opinion on the pictures that they see. Second, movies are more sensory experience than reading. Besides verbal language, there is also color, movement, and sound. It means
vocabularies spoken in the movies can be easily understood because it shows an event directly and give real illustrations that can be directly seen by the students. Third, movies help learner practice pronunciation by repeating after the characters. It means movies help the students know how to pronounce English words correctly in a real life context.
(2009) who stated that “ therefore, they had a better understanding in listening part of
the movies as they could see the words and sentences while watching the movie because subtitles can help comprehension of a second language in a regional accent” (p.6).
Learning vocabulary through watching English movie help the students know how to pronounce English well. This result is also supported by Thammineni (2016) stated that “hearing native English speakers talk to each other will help to hear how words are pronounced. If we are using English subtitles, we will also be able to see how the words are written” (p.36).
In addition, there are advantages of watching movies with the English subtitles in terms of vocabulary learning based on research written by Tsai (2008). First, the students understand how words are spelt. It means watching movie provides students’ ability to spell English word correctly in real life. The second is the students are able to know in which context the word they have learned. It means the students can learn English vocabulary based on the context. The third, the students understand what exactly they are saying or they do not need to guess the words they use from what they hear.
know words from the context but actually misunderstood the meaning. The second, the students could not concentrate on the movie. It means the students read the subtitle more often than watching the movie. The third, the students do not know what the words mean. It means although the students get the new vocabulary from the movie but the students do not always know the meaning of the word that they get.
In addition, the speed of conversation in the movies is difficult to understand by the students and students also know coarse language in the movie. This result is also supported by Thamminemi (2016) who stated that “therefore, the language is exactly how it is heard it in real life-it is spoken quikly, with native accent and pronunciation and using many idioms and colloquial expressions” (p.36).
The conclusion is learning vocabulary through watching English movie also has challenges. The problems that are always faced by students are the speed of conversation, different accent, not knowing the meaning, and dealing with coarse words as well as the scientific words.
Conceptual Framework
to as individual behavior.
In learning English, from the discovery of several researchers, they concluded that the basic vocabulary mastery is the most complex and important to study
English. Learning vocabulary is important to pay attention to the correct
pronunciation and writing. Students might get difficulty in learning vocabulary by listening; therefore, learning vocabulary must be in writing. Students also should clearly pronounce the vocabulary so that they can understand and remember the vocabulary easily. Learning vocabulary only through conversation also makes students learning difficult. Students must be able to imagine the sounds of letters in vocabulary.
Based on the researcher’s experience and his classmate, students were already familiar with technology and regularly use of the laptop. To make students learning easier, the researcher advised students to use movies as media for learning
What are students’ perception on the advantages of learning
Chapter Three Methodology
This chapter discusses the methodology used for this study. In this chapter, discusses several points including: research design, population and sample, data collecting method and data analysis method.
Research Design
The researcher chose a qualitative research method for this study to gain feedbacks and opinions as well as detailed information about a phenomenon of learning vocabulary through watching English movie. According to Cresswel (2012), who stated that “qualitative research is an emerging design. An emerging process indicates that the intent or purpose of a study and the questions asked by the
researcher may change during the process of inquiry based on feedback or responses from participants” (p.130). Based on a research written by Percy & Kostere (2015), ”generic qualitative inquiry investigates people’s reports of their subjective opinions,
attitudes, beliefs, or reflections on their experiences, of things in the outer world” (p.78). In addition, based on a research written by Anyan (2013), qualitative researches attempted to go beyond descriptions to provide a researcher with an in-depth understanding of a phenomenon. According the researcher’s experience when studying at EED UMY, there was a phenomenon that students learned vocabulary through watching English movies and some lecturers also used movie in teaching and learning process.
chose descriptive qualitative to explore the students’ perception on learning vocabulary through watching English movies. According to Cresswel (2012), he stated that “this descriptive analysis can provide the first review of the outcomes of the study, and scanning the results can provide an understanding of the responses of all participants to the outcome measures” (p.325).
Research Setting
This study was conducted at English Education Department (EED),
Universitas Muhammadiyah Yogyakarta on September 2016. The researcher selected English Education Department (EED), Universitas Muhammadiyah Yogyakarta as the research setting in this study because according to the researcher’s experience and observation in the classroom when he was studying there, there was a phenomenon that the students learned vocabulary through watching English movies. Moreover, some lecturers sometimes also provided movies during the lesson. Therefore, the researcher was curious to find out student’s perceptions on learning vocabulary through watching English movies at Education Department (EED) of Universitas Muhammadiyah Yogyakarta (UMY).
Research Participants
The participants of this research were six students of English Education Department of Universitas Muhammadiyah Yogyakarta. The researcher determined two criteria to choose the participants. The first was students batch 2013. The
vocabulary and had experience in learning vocabulary through watching English movies. The researcher went to the English Education Department campus to make appoinment for the interview with participants. The researcher could recognize the students batch 2013 since the researcher once took the same course as the students of batch 2013. Once he met a student, he asked whether he or she had experienced on watching English movie as part of learning vocabulary.
When the researcher found one participant, the researcher asked the participant to recommend his or her friend who like learning vocabulary through watching English movies to become the next participant. This was done until the researcher find six participants. The researcher used snowball sampling in choosing the participants in this research. The researcher choose snowballing sampling because he only has a view as few friend from batch 2013 whom he know. Therefore he needs to find appropiate participant from the appropiate people who know the participant better. The definition of snowball sampling according to Katz (2006), who stated that “snowball sampling is a special nonprobability method for developing a research sample where existing study subjects recruit future subjects from among their acquaintances” (p.4). These participants were chosen because they were willing to talk and easy to be met and accessed. In addition, they were asked to state their willingness to be interview.
Data Collection Method
The researcher used interview to collect the data. Based on a research written by Kvale in Anyan (2013), the purpose of interview was as a method of data
interviewee with respect to interpretation of the meaning of the described phenomena. The researcher conducted the interview with six selected participants who were recommended by previous participant. Based on a research written by Turner (2010), he stated that “one of the more popular areas of interest in qualitative research design is the interview protocol and interviews provide in-depth information pertaining to participants’ experiences and viewpoints of a particular topic” (p.754). Participants
were interview one by one and it was recorded using an application on a mobile phone. The interview was conducted in Indonesian language to avoid
misunderstanding between the researcher and the participants. Recordings of the interview were transcribed in Indonesian language and then translated in English.
The researcher met the first participant at Sportorium UMY. The interview took around fifteen minutes. After that, the researcher asked for recommendation for the next participant. He then gave a short name and a contact to be participant number 2. A few days later, the researcher contacted this person who was recommended by the first participant and made an appoinment. The researcher met the second
participants at Faculty of Language Education (FPB). The interview took around ten minutes. The researcher asked suggestion for recommendation for the next
researcher met the fourth participant at Faculty of Language Education (FPB). The interview took around fifteen minutes. After that, the researcher asked suggestion for recommendation for the next participants. Then the fourth participant recommended her friend and give the contact number of her friend for the next interview. The following day, the researcher contacted this person who was recommended by the fourth participant and made an appoinment. The researcher met the fifth participants at Faculty of Language Education (FPB). The interview took around ten minutes. After that, the researcher asked the fifth participant to recommend his friend as the next participants. Then he called his friend through line applications, and his friend agreed to become the next interviewee. Several days later, the researcher contacted this person, who was recommended by the fifth participants, and made an
appoinment. The researcher met the six particpant at Faculty of Language Education (FPB). The interview took around fifteen minutes. The researcher told him to be ready if the researcher contacted him to check the transcription of the interview. Data Analysis
The last step after collecting the data through the interview, is analyzing the data from the participants. There were four steps used in this research to analyze the data, namely transcribing the data, doing member checking, coding the data, and categorizing the data. The first step was writing the transcription result from the interview. According to Creswell (2012), who stated that ”transcription is the process of converting audiotape recordings or field notes into text data” (p.239). After
for participants to check the particular aspects of the interpretation of the data they provided. After the researcher finished transcibing, he took the data to each of the participants to ensure whether the information given was agreed by the participants or not. The researcher did member checking through email because the participants were not in Yogyakarta due to the mid semester break at that time.
After member checking, the next step was coding data and categorizing the data. According to Creswell (2012), who stated that ”coding is the process of segmenting and labeling text to form descriptions and broad themes in the data” (p.243). There were three processes of coding. The first the researcher did open coding. The second, the researcher did axial coding. According to Creswell (2012), who stated that ”the grounded theorist selects one open coding category, positions it at the center of the process being explored (as the core phenomenon), and then relates other categories to it” (p.426). The last step was selective coding which means
Chapter Four Findings and Discussion
This chapter presents the findings and discussion. The findings discusses the data based on interview. Then, in the discussion, the researcher relates the data to the expert’s opinion in literature review. This findings and discussion were aims to answer the research question, on the advantages and the challenges of learning vocabulary through watching English movies at the English Education Department, Universitas Muhammadiyah Yogyakarta batch 2013 according to the students’ perception.
The Advantage of Learning Vocabulary through Watching English Movies: Increasing Vocabulary
From the interview, it was revealed that there was one finding related to the advantage of learning vocabulary through watching English movies at the English Education Department, Universitas Muhammadiyah Yogyakarta batch 2013 according to the students’ perception. All participants stated through watching English movie increases their vocabulary. As shown in their answers as follow, “There were many advantages of learning vocabulary through watching English
movie, the first was increasing vocabulary that was not learnt in the class” ( P.1.1). Another fact is shown by participant 2 who stated that “It increased my vocabulary,
Based on the data above, it was clear that all of the participants perceived that their vocabulary increased after watching English movies. From looking at the subtitle, it could give knowledge for the participants to understand new vocabulary. This finding was in line with Ismaili (2013), who stated that while watching the movie and completing the vocabulary activities, students acquired and used new words. It means movie could provide new vocabulary that had never been heard by the student and the student could develop vocabulary by reading English subtitle or by listening to a conversation in English movie. According to the participants, there are some reason why their vocabulary increases such as:
Knowing formal and informal words. The first reason participants could increasing their vocabulary after watching English movies was participants know formal and informal words. During the interview, one participant mentioned that his vocabulary increased especially in understanding the use of formal and informal words. He stated that “When I spoke with the tourist, I could know what the language
that I should use between formal or informal” (P.1.2).
Learning slang words. The second reason participants could increasing their vocabulary through watching English movies. Because participants can learn slang words. Based on the interview done with six participants, three participants
mentioned that their vocabulary increased especially in learning slang words. This is proven by the first participant who stated that “I understood the time to use the slang word” (P.1.3.). Based the data after watching English movies, first participant knew
that in English conversation, there are slang words, he knew after listening to the conversation performed by the actors who spoke to her friend use slang words.
Then the second participant stated that “I can know the slang word, for example the term „hunky-dory’ it means fine, and „going well’ in Indonesian language it means baik-baik saja” (P.5.4). Based on the data, the second participant knew the slang words after listening to the conversation of the actors with other actors used slang word. In addition, the third participants stated that ” I understood slang words after watching English movie” (P.6.2). Based on the data interview above, three participants perceived that learning vocabulary through watching English movies increased their vocabulary because understood the slang words. This research also supported by Suksriroj (2009) who stated that “When one watches English movie, listens to English song or reads English magazine, on is supposed to see a lot of “slang” in those media. The usage of slang is often a problem to both
native and non-native people” (p.5).
shown in their answer the first participant stated that ”Through watching English movie I understood how to use vocabulary based on the context” (P.1.4). Based on the data, after watching English movie the first participant understand how to use vocabulary based on the context after seeing the actor conversation with an older person or his bosses use formal language. Then, the third participants stated that “I knew the context and knew how to use in a particular situation” (P.3.2). Based on the data, third participant knew the use of vocabulary based on the context after seeing the actor conversed in specific situations.
In addition, the last participant stated that “I understood the use of vocabulary based on the context for example the word that should be pronounced in general and the word that should not be pronounced or coarse word that I commonly heard in the movie” (P.6.4). Based on the data, after watching English movies, the last participant knew how to use formal and informal language based on the context after seeing the actor talking to his friends in different context.
Based on the data above, it was clear that all of the participants perceived that learning vocabulary through watching English movies could increasing their
vocabulary because knowing how to use vocabulary based on the context. This result also supported by Tsai (2008) stated that students could understand in which context the word they have learned. It means the students could learn English vocabulary based on the context where the actors conversing.
could be seen from the data of the first participant who stated that “I understood how to pronounce well “ (P.1.7). Based on the data after watching English movie the first participant could increase his vocabulary because know how to pronounce well after listening to a conversation of the actors with other actors in the movie, but the first participant also know the different accent in the movie, he stated that “Beside increasing vocabulary from the English movie, I also became familiar to some accents from several countries” (P.1.6).
Then the second participant stated that “Beside increasing my vocabulary, we also aware our pronunciation is correct or incorrect, we just should focus on listening the pronunciation from the movie, so that we could aware whether our pronunciation was correct or incorrect” (P.2.2). Based on the data after watching English movies, the second participant could increasing her vocabulary because know the correct pronunciation by listening and paying attention while the actors pronounce words in the conversation that occurred in the movie.
In addition, the last participant stated that ”Knowing how to pronounce from the native speakers’ real life in movies” (P.6.5). Based on the data, sixth participant could increasing his vocabulary because know how to pronounce well real life in movies, besides that she also knew the difference accent between actors in a movie. He stated that “ Knowing every country had different accent for example in Avenger
movie, Captain America, the accent used was British accent but Tony Stark used American accent” (P.6.6). Based on the data, sixth participant know there are two different accent in the movie after watching the Avenger.
through watching English movie made their vocabulary increased because know how to pronounce English words well. This result also supported by Merita and Ismaili (2013), and Mirvan (2013). Movies helped learner practice pronunciation by repeating after the characters. It means movie helped the students to know how to pronounce word correctly in a real life context.
Knowing antonym and synonym of words. The fifth reason, based on the data interview done with six participants, two participants mentioned that their
vocabulary increased especially in knowing antonyms and synonyms. It could be seen from the data of the first participant who mentioned that “I know the synonyms and antonyms from movies for example „prom’ means „dance party’ and the antonym is „old fashion’. Another example is “grab”, the synonym is “get” (P.1.8). Based on the
data, the first participant know antonyms and synonyms words by seeing the subtitles on the the movie then seek synonym or antonym in the dictionary of the words spoken by actors.
The third participant also mentioned that she can know the antonyms and synonyms of words after watching English movie. She stated that “I know about culture for example how to use vocabulary that had synonym, for example the synonym of “bring” was “carry”and take along” (R3.5). Based on the data, the third participants learn synonym and antonym on the movie from the visual. Based on the data, two participants perceived that their vocabulary increased because know antonym and synonym word from the movie.
increased especially in knowing how to use idioms. She stated that “No I know the idioms for example pissed off, take off, and bring up” (P.3.6). Based on the interview, one participant perceived that her vocabulary increased because knew the idiom words from the movie after read the subtitle and then she looking for the meaning of word on dictionary. She also knew idiom words from the visual of the movies. This resarch also supported by Suksriroj (2009), Movie are qualified to learn the language used as containt slangs, idioms and informal language patterns.
Increasing the mastery of technical terms. The seventh reason, based on the interview data done with six participants, one participant mentioned that his
vocabulary increased especially in increasing the mastery of technical terms. He stated that “Increasing vocabulary based on the genre of the movie, for example genre
about technology the term was acces, bandwith, banner, data, database, debug, edit, hackers, hard disk, mainframe, password, dan world wide web. Beside technology there were genre about military and many vocabulary about military for example the term: academy, air force, army, battle, enemy, rescue, weapon, gun, dan armor”
(P.5.5). Based on the data, the participants can incerase his vocabulary from the genres of the movies as every genre gives him different vocabulary.
Based on the data above, one participant perceived that his vocabulary increased because could increasing his mastery in technical term in every genre movie. Based on the a research written by Giannetti (2008) Technical terms are boldfaced the first time they appear in each chapter, which means that they are defined in the Glossary.
participants, two participants stated that learning vocabulary through watching English movie gave exposure for them. It could be seen from the data: The first participants stated that ”It was very helping for me because in Indonesia, the people was seldom using English to speak, and just some people who could speak English” (P.1.5). Based on the data, the first participant perceived that watching English movie can give him exposure to learn English. In addition, the fourth participants stated that “ The word that I got from the movie can be I used to carry out a test” (P.4.2)
Based on the data above, it could be concluded that two participants in this study perceived that learning vocabulary through watching English movies could increasing their vocabulary because English movies gave exposure for them. This result was also supported by Ismaili (2013), movies provided exposures to “real language,” used in authentic settings and in the cultural context which the foreign language was spoken. It means watching movies developed the students’ ability to speak English because the movies might affect easily to the vocabulary improvement.
Knowing the spelling of English words. The ninth reason, based on the interview done with six participants, three participants stated that they know the spelling of English words from watching English movies. It could be seen from the data : The second participant stated that “I know the correct spelling by reading the English subtitle from the English movie” (P.2.3). In addition, the last participant
Based on the data above, three participants perceived that their vocabulary increased because knew the correct spelling by reading the English subtitle from the movie. This result also supported by Tsai (2008). The students knew how words were spelt. It means that watching movie provided students’ ability to spell English word correctly in real life.
Knowing the meaning of words from the visual. The tenth reason, based on the data interview of this research is knowing the meaning of word from the visual. Based on the data interview done with six participants, one participant mentioned that she knew the meaning of word from the visual. She stated that “The first time I did not know what the meaning of a word and then I was continuing watching the movie without open the dictionary, I could know what the meaning that actor said when they did what the other actor said. So, I could understand and if I am interested in the scene or conversation, I will repeat that conversation after being said by the actor said” (P.3.7).
are able to guess the meaning of vocabulary.
The Challenges in Learning Vocabulary through Watching English Movies
From the interview it was reveal that there are five findings related to the challenges in learning vocabulary through watching English movies at English Education Department Universitas Muhammadiyah Yogyakarta batch 2013 according to the students’ perception, based on the result of the interview the researcher found some findings.
Different pronunciation of certain words. The first finding of this research is different pronunciation of certain words. Based on the data interview done with six participants, four participants stated that the different pronunciation became their challenges learning vocabulary through watching English movie. It could be seen from the following data “Each country had different pronunciation, for example the terms „you’ some country pronounced it as „yo’ or „ya” (P.1.11). Not only different pronunciation who faced by the first participant, but different accent also as his challenges. It can be seen on the data below:
“New vocabulary with different accent was difficult to be understood for
example the term „you’ another country said yo or ya. When we were
watching English movie with British accent but suddenly there was a scene that used English Nigger accent which was spoken by descent of Nigeria, because of that different accent, so we should be careful to find the original word” (P.1.10).
pronunciation and different accent. Because the movie used Niggeria accent in some scene. It is made the first participant difficult to understand the conversation.
The second participant stated that “I did not understand when the actor was angry or whispering and when the volume of movie was low, it was also difficult to heard the pronounciation” (P.2.6). Based on the interview, the second participant difficult to heard the pronunciation when the actor whispering and the volume of the movie is not to loud. Thus, she can not understand about the converstaion.Another evidence was given by participant 2, who stated that “Each country had different
accent, there was British, American, and Italia, for example at first I knew „revenge’ but there is another word which had the same meaning that was „vengeance” (P.2.7). Based on the interview, the second participant had the another challenges beside the different pronunciation. The challenges is different accent each country. Because movise not only have one accent but many accent on the movies such as : British, American and Italia for example. Thus, this challenges made her difficult to understand the meaning that the actors said.
The fifth participant also mention that he had the challenges with the different accent each country. It can be seen from the data below:
“ Because sometimes in the movie there were not only American accent but also british accent, for example in Harry Potter movie. It was very different accent with another west movie, for example the terms „remember’ or „water’
which in the end of word there was suffix „r’, crushed. But in Avenger movie,
the pronounciation of „r’still clearly pronounced” (P.5.6)
and different accent of the actors after watching English movie. He stated that “The pronounciation was not clear, sometime I could not listen when the actor was whispering” (P.6.8). He also stated that “Different accent of each actor made me confused” (P.6.10). Based on the interview, the sixth participant confused and
difficult to understand the actors said. Because the actors speak not clear with
whispering and there were different accent on the movie that speak of the actors., five participants perceived the challenge was different accent each country.
Based on the data above, four participants perceived that their challenge in learning vocabulary through watching English movie was to understand the different pronounciation pronounced by the casts of the movie and the different accent each country. Thus, the participant should practice their listening and watch another genres of movies that used different accent to can understand the meaning that the actors said. This result also supported by Thammineni (2016) stated that “ hearing native English speakers’ talk to each other will help to hear how words are
pronounced. If we are using English subtitles, we will also be able to see how the words are written” (P.36). In addition based on a research writen by Zohdi (2009) who stated that “therefore, they had a better understanding in listening part of the
movie as they could see the words and sentences while watching the movie because subtitles can help comprehension of a second language in a regional accent” (p.6).
Difficulties in keeping up with the speed of the conversation. The second finding of this research is difficulties in keeping up with the speed of the
was their difficulties in catching up speed of the conversation. It could be seen from the following data by the first participant saying that “The speed of the conversation was one of the challenges” (P.1.12). Then, the second participant also stated that “The actors spoke too fast it made their conversation became not clear and difficult to
be understood” (P.2.5). In addition the last participant stated that “The pronounciation was not clear, too fast and sometimes could not to be listened when the actor speak with whispering” (P.6.9). Based on the interview the five participant perceived that his challenge who faced when watching English movie is speed of conversation. Thus, the participants are suggested to practiced their listening comprehension so that the participant can keeping up the speed of conversation on the movie.This result also supported by Thammineni (2016) stated that “therefore, the language is exactly how
it is heard it in real life – it is spoken quickly, with native accent and pronunciation and using many idioms and colloquial expressions” (p.36).
Undesrtanding the coarse language. The fifth finding of this research is understanding the coarse language. Based on the data interview done with six participants, one participant perceived that her challenge was difficult to understand the coarse language. She stated that “ The third challenges there was coarse word on the movie that inappropriately to be known, and we automatically learnt that words” (P.3.10).
Chapter Five
Conclusion and Recommendation
The last chapter of this research consists of two major parts namely
conclusion and recommendation. First, the researcher provided the conclusion of this research. In the second part, the researcher present several suggestions for the
researcher, students, lecturers, and other researcher.
Conclusion
Vocabulary is the basic learning of English because learning English means learning the speaking, listening, writing and reading skills. At the English Education Department (EED), Universitas Muhammadiyah Yogyakarta (UMY), the lecturer integrated teaching vocabulary in some courses because vocabulary was not
specifically taught under a certain course. Students needed to be creative in mastering English vocabulary to succeed their English learning. Students needed to find a way to learn vocabulary inside or outside the classroom. The ways to improve vocabulary of the students was through watching English movie. Because the lecturers sometime used movie to review the material and used movie to give introduction to the
English movie. There were five findings of perception of the students’ of the
advantages on learning vocabulary through watching English movie. The first finding was increasing vocabulary, increasing vocabulary elaborated more to have detailed information about the increased vocabulary, it included: knowing formal and informal words, learning slang words, knowing how to use vocabulary based on the context, knowing how to pronounce English words well, knowing antonym and synonym words, knowing how to using idiom word, and increasing the mastery of technical terms.
The second finding of the advantages on learing vocabulary through watching movie was giving exposure. The third finding was knowing the different accents. The four finding was knowing the spelling of English words. The last finding was knowing the meaning of word from the visual. All the findings above about the advantages of learning vocabulary through watching English movie were based on
the students’ perception.
Recommendations
This study also gave suggestion regarding the result that indicated that learning vocabulary through watching English movie was good to be implemented. Hence, the recommendations were focused on the lecturers, researcher, students, and other researcher.
For the lecturers. This study explained that learning vocabulary through watching English movie had many advantages for the students. The lecturers are suggested to enhance teaching and learning process in the classroom using movies, especially to improve students vocabulary. However, lecturers need to select appropriate movies that can accomodate students need such as: the conversation in the movie is not too fast, and lecturers need to vary the movies from different countries.
For other researcher. This research focused on learning vocabulary through watching English movies. Other researchers are recommended to investigate the research using quantitative methodology such as: researching the effectivenes of using English movies to improve students vocabulary, or the correlation of frequency of watching English movies and the vocabulary improvement.
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