LEARNING VOCABULARY IN MOVIES WITH BIMODAL
SUBTITLING
INSIDE COVER PAGE THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Chintya Irawati Suradji 112011013
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
i
LEARNING VOCABULARY IN MOVIES WITH BIMODAL
SUBTITLING
INSIDE COVER PAGE THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Chintya Irawati Suradji 112011013
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
ii
LEARNING VOCABULARY IN MOVIES WITH BIMODAL
SUBTITLING
APPROVAL PAGE
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Chintya Irawati Suradji 112011013
Approved by:
Dian Toar Y. G. Sumakul, M.A. Rindang Widiningrum, M. Hum.
iii
PUBLICATION AGREEMENT DECLARATION
As a member of the Satya Wacana Christian University (SWCU) academic community, I verify that:
Name : Chintya Irawati Suradji
Student Number : 112011013
Study Program : English Language Education
Faculty : Language and Literature
Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
Learning Vocabulary in Movies with Bimodal Subtitling
along with any pertinent equipment.With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.
This declaration is made according to the best of my knowledge.
Made in : Salatiga
Date :
Verified by signee,
Chintya Irawati Suradji
Approved by,
Thesis Supervisor Thesis Examiner
iv
COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright @ 2015.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
v
TABLE OF CONTENT
INSIDE COVER PAGE ... i
APPROVAL PAGE... ii
PUBLICATION AGREEMENT DECLARATION ... iii
COPYRIGHT STATEMENT ... iv
TABLE OF CONTENT ... v
LIST OF TABLE... vii
ABSTRACT ... 1
INTRODUCTION ... 1
Importance of Vocabulary ... 2
Multimodality in Vocabulary Learning ... 3
Vocabulary Learning Strategies ... 3
Research on Vocabulary Learning Strategies ... 5
THE STUDY ... 6
Context... 6
Participants ... 6
Instruments of data collection... 7
Data collection procedure ... 7
Data analysis procedure ... 8
vi
Guessing Strategy ... 9
Dictionary Strategy ... 13
Discussion ... 15
CONCLUSION ... 16
ACKNOWLEDGEMENT... 18
REFERENCES ... 19
vii
LIST OF TABLE
1
LEARNING VOCABULARY FROM MOVIES WITH BIMODAL SUBTITLING Chintya Irawati Suradji
ABSTRACT
Vocabulary is believed to be more important than grammar, that lacking of vocabulary knowledge will hinder the second language learning. Multimedia itself is proven as an effective tool in language learning because of its rich and authentic comprehensible input. According to Gorjian (2014), audiovisual media are closer to real life because the visual clues and context make it possible to „view‟ the message as much as listen to it. The presence of subtitles also encourages learners to notice new vocabulary for they provide the written version of what the learners hear. This study was designed to investigate the strategies used by EFL learners when they find unfamiliar words in movies. There were three participants in this study. The participants were asked to watch a movie they had not watched before. First, the participants watched the movie individually. Right after that, they re-watched the movie with the researcher. The data was collected using SRP (stimulated-recall protocol) method. The results obtained from the interviews showed that there were two strategies used, which were guessing strategy and dictionary strategy. Combined strategy, which is using guessing and dictionary strategy for the one word, is also used. The findings of this study might be beneficial for those engaged in language program, especially teachers and learners. Teachers can assist the learners better when using multimodal material as the AVA. Learners can also raise their awareness about the effective vocabulary learning strategies and choose which ones are the best for them to use.
Keywords: dictionary, guessing, vocabulary learning strategies, movies
INTRODUCTION
Talking about language, one thing that often comes across our mind is
vocabulary. It is said that vocabulary has been recognized as crucial to language use in
which insufficient vocabulary knowledge of the learners led to difficulties in second
language learning (Asgari & Mustapha, 2001). While memorizing lists of words is
what teachers usually ask beginner learners to do to develop their vocabulary, actually
it is not the only way to accomplish it. Incidental vocabulary learning, which is the
process of acquiring vocabulary while reading or listening for comprehension, is
2
Multimedia or multimodal materials have useful effects on language learning
because of rich and authentic comprehensible input (Khalid, 2001; Gorjian, 2014).
Furthermore, the importance of providing comprehensible input has been emphasized
in second language acquisition theories. According to input hypothesis, learners can
learn a large amount of language unconsciously through ample comprehensible input
(Krashen, 1985). The presence of subtitles could encourage learners to consciously
notice new vocabulary and idioms, and it is believed to facilitate vocabulary acquisition
(Wilson, 2002).
This study was aimed to investigate the strategies used by EFL learners when
they find unfamiliar words in movies. Correspondingly, this study wanted to answer the
following research question: “What vocabulary learning strategies do EFL learners use
in dealing with unfamiliar words in movies?” It was expected that this study would
provide more evidence on how EFL learners learn vocabulary through multimodal
materials.
Learners will learn better if the audiovisual material played provides subtitles as
well, since they learn not only sounds (what they hear) and images (what they see), but
also words which are the written version of what they hear. However, despite the
presence of subtitles, there is a possibility that there are words that are unfamiliar for
the learners. Dealing with the unfamiliar words, different learners will use different
vocabulary learning strategies.
Importance of Vocabulary
Vocabulary is an important aspect in L2 learning (McCarthy, 1990; Yoshi &
3
communicate well with other people. To sum up, vocabulary is one crucial point that
learners have to master in order to reach the proficiency.
Mastering vocabulary is one challenging task that every learner faces while
acquiring another language (Kilickaya & Krajka, 2010). It is because vocabulary
knowledge is a multidimensional and complex construct. Knowing a word is not only
about the meaning, but also involves numerous types of word knowledge, such as word
form, collocation, and register (Read, 2000; Nation, 2001).
Multimodality in Vocabulary Learning
The existence of visual is said to help learners to develop their vocabulary.
However, while still pictures do help, moving pictures are believed to help more
(Danan, 2004). According to Gorjian (2014), audiovisual media are closer to real life because visual clues and context make it possible to „view‟ the message as much as
listen to it.
The presence of subtitles can also encourage learners to notice new vocabulary
and idioms. It has potential to facilitate vocabulary acquisition (Al-Seghayer, 2001;
Wilson, 2002; Alipour, Gorjian & Kouravand, 2012). Learners might have difficulties
in following what the characters say, moreover when they speak fast or with certain
accent. Thus, the existence of subtitles can help the learners understand the content
better.
Vocabulary Learning Strategies
According to Cameron (2001), vocabulary learning strategies are “actions that
learners take to help themselves understand and remember vocabulary” (p. 92).
4
learning strategies. Researchers find some interesting pattern of strategies used, which
is learners tend to use several strategies at once (Aktekin & Guven, 2013). Gu (2003)
mentions that the strategies that the learners use and the effectiveness of them depend
on the learners themselves (attitudes, motivation, prior knowledge), the learning task
(type, complexity, difficulty, generality), and the learning environment (learning
culture, richness of input and output opportunities).
There are some interesting patterns of strategies used by learners. Beginners
prefer learning words by using a list of words to memorize, while advanced students
mostly try to guess the meaning in context (Lawson & Hogben, 1996). Aktekin &
Guven (2013) mention that advanced learners usually use several strategies at once,
depending on the clues that they find.
Gu (2003) mentions two important factors which can be used for the division of
vocabulary learning strategies, which are task and person. Task-dependent vocabulary
learning strategies are those which are applied by students depending on a k ind of
sub-task. The strategies include:
- guessing strategies (wider and immediate context; more exposure means
better result. However, this strategy is rather difficult for beginners, considering that they do not have “basic language skills in the target
language”. This strategy is more suitable for intermediate and advanced
learners.)
- dictionary strategies (comprehension, extended dictionary and looking- up
5
words after two weeks. It is also said that combined approach (both
guessing and dictionary) is more effective than either one.)
- note-taking strategies (meaning-oriented and usage-oriented)
- rote rehearsal strategies (word lists, oral and visual repetition and more
like drilling. Learners should start repeating new words aloud right after the
first encounter to remember better.)
- encoding strategies (association/elaboration, imagery, using word
structure, visual, auditory, semantic and contextual encoding. Four main
fields of interest when it comes to processing of a word are memory, form,
meaning (semantic) and use. However, the importance of context is also
highlighted. It is best to focus on the language context since some words
suit best for some sentences, while some othe r will mean differently
although the general meaning is the same.)
On the other hand, person-dependent vocabulary learning strategies emphasize
on individual differences such as motivation, self-efficacy, gender, learning
background, and learning styles influence the choice of strategies. Those who have
more effort will perform better than those who are lack of effort.
Research on Vocabulary Learning Strategies
In order to know the vocabulary learning strategies used, Nosidlak (2013) gave
a questionnaire to students of English philology on the Pedagogical University of
Cracow, Poland. Out of 102 students, the students were ranging from the first year of
6
strategy is checking the meaning in the dictionary, since it is the quickest way. The next
one are using context and using persona l knowledge concerning word parts. Although
it takes more effort and time in finding the meaning, there will be a bigger chance that
the word will be memorized better. An interesting finding is that the students are
reluctant to ask the meaning of the unfamiliar word to others who are more competent
than they are. This might be more of the result of Polish mindset.
Another study, Bernardo & Gonzales (2009), investigated the use of vocabulary
learning strategies by students across disciplines, which were liberal arts and education
(AB/Ed), computer science and engineering (CSE), business education (BE),
hospitality management (HM), and allied medical science (AMS) in a comprehensive
Philippine university. It was found that the students in different disciplines use different
strategies, but they use memory, cognitive, and meta cognitive strategies in general.
The results also showed that the strategies mentioned converged with each other.
THE STUDY
Context
The research is a descriptive study. The researcher used Ice Age 4 and The Rise
of the Guardians, which are movies that the participants had not watched before to
make sure that the content was something new for the participants. Thus, the
participants watched different movie one from the others. The movies watched used
bimodal subtitling, which is from L2 dialogues to L2 subtitles (Zanon, 2006).
Participants
This study involved three Indonesian EFL learners, undergraduate students of
7
majoring in English Language Education Program (ELE Program) class year 2011.
Their ages are ranging in 21-22 years old. Common to all of the participants is having
spent seven semesters studying in FLL and at least twelve years of exposure to EFL
instruction during which they had learned English.
Instruments of data collection
To explore what strategies the participants used when finding unfamiliar words
when watching movies, the researcher collected the data using SRP (stimulated-recall
protocol) method. SRP is used to get an idea about the process that happens on the
mind right after the participants finish doing the task (Jiménéz, 2007; Sumakul, 2011).
Some reminder (might be in the form of visual, aural, textual or even multimedia) is
presented to help the participants recall their thinking process. This way, the
participants do not have to depend only on the ir memory without any aid.
Data collection procedure
First, each participant was asked to watch the movie individually to preserve the
natural setting. Thus, there would be no interruption from the researcher and other
people. This watching movie session took about one-and-a-half hour. Right after
watching the movie, each participant re-watched the movie with researcher. Before
started re-watching, the researcher asked the participant to point out the unfamiliar
words that the participant found in the previous session and told the researcher what the
participant did in order to know the meaning of the unfamiliar word. The length of this
session depended on the number of unfamiliar words the participant found in the
8
Data analysis procedure
After completing the stage of data collection, the researcher grouped the data
obtained from observation and transcribed the interview recordings. Theories of
vocabulary learning strategies used were from Gu (2003). The results were discussed to
find the pedagogical implication to language learning.
FINDINGS AND DISCUSSION
The movies used for this research were Ice Age 4 (for Wen and Fan) and The
Rise of the Guardians (for Del). From the interviews done with three participants, it
was found out that there were several strategies that the participants used in order to
know the meaning of unfamiliar words they found in the movie they watched. The
different strategies were used because the participants had their own perspective on
how they saw the unfamiliar words that they encountered while watching the movie for
the first time and also their habit in watching movie (which will be explained later).
Table 1
As shown in Table 1, there were two strategies used from the perspective of the
theory from Gu (2003) when the participants found unfamiliar words in movies.
Guessing was the strategy that the participants used the most. Guessing strategy here is
divided into three parts, according to what aid assisted the participants in guessing,
which are visual, aural, and textual. Dictionary strategy was also used quite often,
9
Guessing Strategy
Guessing happens when one tries to make a judgment but is not very sure
whether the judgment is correct or not. It might be said that people who like to guess
are lazy since they do not want to make some effort to look for the proof for whether
what they guess is right or not, but guessing can actually help to sharpen one‟s ability
to analyze things. Guessing strategy, according to Gu (2003), is closely related to
incidental learning. In guessing strategy, the unfamiliar word is seen in an immediate
context, which means one will not spend a long time to think about what the unfamiliar
word means since there will be a clue or more to help them guess. If there is no clue,
guessing will be unlikely to happen because the options available of the correct
meaning are too broad. Clue helps to narrow down the odds so the probability to guess
the correct meaning is bigger.
However, even with the existence of the clue, guessing does not always lead to
the correct answer. If the person uses a wrong idea as the clue, there is a big probability
that they will get a false meaning. Thus, Gu (2003) says that guessing strategy is rather
difficult for beginners, considering that they are lack of “basic language skills in the
target language”. As a result, they will have difficulties in make sense of the unfamiliar
words and their context. Huckin & Coady (1999) also mention that guessing needs "a
great deal of prior training in basic vocabulary, word recognition, meta cognition, and
subject matter". In other words, guessing strategy is more suitable for intermediate and
advanced learners since having more exposure means better result.
Guessing with Visual Aid. One of the clues that can be used in guessing
10
can be seen in the movie. The examples are the backgrounds, the characters‟
appearances and their actions.
An unfamiliar word that was guessed with the help of visual is „sleigh‟ from the
movie Rise of the Guardians. When Del was asked how she knew the meaning of the
word, she answered:
“Soa lnya habis ada kata itu terus muncul kereta luncurnya P ak Santa.”(“Because after that the word is said, then comes up Santa
Claus‟ sled.”)
Del got the clue right after Jack finishes saying his line (“There is no way I'm climbing into some rickety old... sleigh?”), in which two yetis open a double door and
from inside come out a sled with several reindeer pulling it. Watching that, she then
concluded that sleigh means the Santa‟s sled.
Another example is the word „plank‟ from Ice Age 4. Fan guessed that it means
a board. The word „plank‟ itself is repeated several times in the scene; Shira responds to the Captain‟s order, “Aye-aye, Sir! Prepare the plank!” and Squint also says,
“Prepare the plank!” Flynn then responds to the order by saying, “Preparing the plank!”
and takes out a board, pushing it towards the sea. Fan explained:
“Soa lnya habis itu dia kayak nyodorin papan buat jembatan jalan.” (“Because after that it is like he takes out a board that is used to cross the way.”)
From this scene, Fan then summarized that plank is the board that Flynn pushes
out.
From the examples above, we can see that the clue is seen after the character s
11
is said, it is easier to guess since we already have the general idea. Moreover, since in
the film we can see the movement (moving pictures instead of still pictures), it will be
easier to differentiate between before and after, resulting a clearer clue.
Guessing with Aural Aid. Beside visual aid, guessing can also be done with
the help of aural. Aural aid is anything that can be heard from the movie. The examples
of aural aid are voice actors‟ voices, back sound, and background music.
An example of guessing with aural aid is the word „gibberish‟ from The Rise of
the Guardians that is done by Del. Actually, this word is not spoken by the characters in
the story, but is only written in the subtitles in the bracket: (speaking gibberish). The
scene is when a yeti talks to Santa with the help of gesture. When the yeti does so, the
subtitles show words in the bracket as to help the audience understand what is going
on. Del explained:
“Soa lnya kan ini ngomongnya nggak jelas. Makhluknya juga nggak jelas sih. Jadi ya guessing kalo itu sesuatu yang nggak jelas ngomongnya.” (“Because it doesn‟t speak clearly. The creature is ambiguous as well. So I make a guessing that it [means it] doesn‟t speak clearly.”)
It is concluded that Del got the clue from the audio, precisely the voice that the
voice actor of yeti makes.
From the result of the interviews, it seems like aural aid does not really help
much in learning new vocabulary. In Wen‟s opinion, it only helped to know the right
pronunciations of the sentences said in the movie. d‟Ydewalle (2002) also states that “reading the subtitles is more efficient than listening to the foreign language”. This
12
prefer to read the subtitles which is easier to do rather than to strain their ears and focus
listening to the voice actors.
Guessing with Textual Aid. Subtitles are actually also another example of
visual aid since subtitles can be seen by the eyes as well, although it is actually the
written form of what the voice actors say. Related to aural aid, people in general prefer
to read the subtitles to listen to what the characters say. d‟Ydewalle (2002) mentions
that it is because subtitles help more in following and understanding the content of the
movies. The voice actors might speak with some accents that will affect the
pronunciation, and subtitles help to show the same lines in the form of written text
without any accents.
Textual aid itself is divided into two; word formation and subtitles. Fan guessed the meaning of „first mate‟ in movie Ice Age 4 by focusing on word formation. She
said:
“F irst mate itu.. aku nggak tau tapi guessingku tu kayak temen pertama yang jadi belahan jiwa .” (“First mate… I am not sure but I guess it is like the first friend who becomes soul mate.”)
The phrase first mate actually has another meaning, which is the second most
important officer on a ship which is not a part of the navy. Fani knew the meaning of „first‟ and „mate‟ separately. From her background knowledge, she guessed that first
mate means the first friend who becomes soul mate. It is concluded that although Fan
did not guess correctly, she could get the idea of the meaning by connection the
meaning from each word of the phrase, although the answer was incorrect.
Fan guessed the meaning of the word „whiplash‟ in movie Ice Age 4 by
13
Wen also guessed the meaning of the same word by the same strategy. She said:
“Yang nggak tau whiplash. Terus hint-nya sih dari your brain sama cute boys. Cowok tu bikin isi kepala campur aduk.” (“I do not know the meaning of „whiplash‟. The hint is from „your brain‟ and „cute boys‟. Boys can mix up the inside of your head. Yeah, something like that.”)
Here it can be concluded that they guessed the meaning of the word by
replacing the unfamiliar word with the word that they thought could substitute the best.
However, guessing with only textual aid without any other clue is unlikely to happen. The sentence „cute boys can whiplash your brain‟ is said by a mother named
Ellie to her daughter, Peaches at the end of the movie and can be seen as one of the
moral values of the movie. Since Wen and Fan had watched the movie, they could
conclude that „cute boys‟ in the sentence refers to the young mammoth named Ethan
that Peaches has a crush on. Wen and Fan could also saw from the movie that Peaches
does things that are the symptoms of fall in love.
From the examples, we can conclude that guessing strategy facilitates the
participants in learning vocabulary through movie. There are three kinds of aids that act
as the clue, which are visual, aural, and textual.
Dictionary Strategy
Compared to guessing strategy, dictionary strategy is more „flexible‟ since one
14
unfamiliar word. From the three participants of this research, Fan was the only one who
did not look up the dictionary at all because she thought by doing so, she had to pause
the movie and then open the dictionary. It took a long time for her. She also thought
that it would not be fun if she could not watch the movie without any pauses.
On the contrary, Wen used dictionary strategy for the majority of unfamiliar
words she found. When was asked, she explained:
“Kalau yang bener -bener udah nggak pernah denger itu, terus kayaknya kok nggak nyambung gitu pake dictionary. Terus pakai dictionary juga kalau mau make sure exact word-nya.” (“If I never hear it (the word), or if I think it [my guessing] does not fit the sentence well, I will use the dictionary. I also use the dictionary if I want to make sure the exact word [exact meaning].”)
One of the unfamiliar words she looked up the dictionary was the word „paunch‟. During the interview, she explained:
“I have a little paunch. P aunch ini nggak ngerti, soalnya dia
bilang “but I wouldn't name myself after it” setelah dia ngejekin Captain Gut ini. Tapi kok nggak mudeng ya. Soalnya nek menurutku gut itu nggak ada artinya sih. Terus nyar i paunch di kamus, artinya kayak lemak di perut. Tapi tetep nggak mudeng. Nggak nyambung, Mungkin ini kayak juga apa idiom gitu nggak mudeng.” (“[The full sentence is] I have a little paunch. I do not know what this „paunch‟ means, because he says “But I wouldn't name myself after it” after he mocks this Captain Gut. I do not understand it though, since I think the word „gut‟ does not have any meaning. Then I look up for „paunch‟ in the dictionary. The meaning is like the fat inside the stomach. At the end, I still do not get it. It does not make any sense. Perhaps because it is like an idiom? I do not get it.”)
From what Wen explained, we can see that checking the dictionary does not
always guarantee that we will always get an answer. The possibility is that the
15
Discussion
According to Knight (1994), by using two strategies; guessing and dictionary,
we can learn and remember more words. Alhaysony (2012) also mentions that doing
the guessing first before checking the meaning in the dictionary is suggested because
guessing can help to choose the correct meaning, since there are words that have more
than one meaning. Two of three participants (Wen and Del) used this combined
strategy, which they believed it could help them understand the unfamiliar word better.
The difference is that if Wen used the dictionary whenever she was not sure about what
she guessed, Del used the dictionary only when the word was used repeatedly or
essential in the movie. She filtered the words that she thought was not very essential or
too difficult.
The example of word of which Del used the combined strategy is „kaput‟ in
sentence „my powers are kaput‟. The Santa says when he loses control of his sleigh and
his reindeer run away. She thought kaput means something like worn out (with the help
of visual aid), but she was not very sure since she thought the word kaput was like a
Javanese word. To make sure whether her guessing led to a right meaning or not, she
consulted her dictionary. It turned out that her guessing was the same with the
dictionary.
Another example is the word „binds‟ from the sentence „unwind the binds‟ that
Wen did not know the meaning of. In the interview, she explained:
16
dictionary again. It turns out that the word „binds‟ in this sentence means knots.”)
Here we can see that at first Wen guessed wrong (like what mentioned earlier in
the explanation of guessing strategy; guessing does not always lead to a right answer),
but then she knew the right meaning because she looked up the dictionary. This
example might give a proof that using dictionary strategy can correct the mistake that is
done when using guessing strategy. Even if the guessing itself can give the right
meaning, there is nothing wrong to check the dictionary to make sure that it is the right
answer.
CONCLUSION
This study investigated the strategies used when unfamiliar words are found in
the movies. Based on the results of the study, it can be concluded that the strategies that
are used are guessing strategy and dictionary strategy. Guessing strategy is usually used
when the participants have enough clues to help them guess the meaning, while
dictionary strategy is used when the participants do not have enough clues. Combined
strategy is also used. First, the participants use guessing strategy and then dictionary
strategy to make sure whether their guessing is correct or not.
The findings of this study might be beneficial to those engaged in language
programs, especially teachers and learners. They can give an idea of what clues learners
usually use in dealing with unfamiliar vocabulary. Learners can raise their awareness
about the effective vocabulary learning strategies and choose which ones are the best
for them to use. Teachers can also facilitate learners better when they use multimedia
17
Three pedagogical implications can be drawn from this research. First, since the
participants show a strong preference toward visual and textual aid, it is suggested that
English teachers use pictures (still or moving) alongside the words to help the learners
visualize better. If it is possible, full sentences might be better since the learners can
learn the use of the new words in the right context. Second, when teachers use
multimedia material as the AVA, they can tell the students how to find clues related to
the unfamiliar words they find and how guess the meaning by connecting the ideas.
They can also facilitate the learning process by giving a list of possible difficult words
and their meaning so that after the learners guess, they can look up the list and check
whether their guessing leads to the correct meaning or not. Third, since memorizing can
be a boring thing to do for certain learners, teacher might want to conduct a fun activity
assisting incidental vocabulary learning that will encourage learners to learn in a
low-pressure condition.
The limitation of the study, which could contribute to further research ideas,
emerged regarding the number of participants and the participants‟ background. First,
there were only three participants, which was not enough to generalize the result that
the strategies mentioned in the findings were the only strategies the learners used to
cope with unfamiliar words. The participants also shared similar backgrounds; they had
been spending seven semesters studying in FLL and at least twelve years of exposure to
EFL instruction during which they had learned English. Learners with different length
18
ACKNOWLEDGEMENT
First, I thank God who has given me strengths to finish this thesis. I am indebted
to my supervisor, Mr. Toar Sumakul for his guidance, support, and encouragement that
shaped the first draft of this manuscript. Heartfelt thanks are also expressed to my
examiner, Mrs. Rindang Widiningrum for without her insightful suggestions, this thesis
would not be complete. My deepest gratitude is extended to my participants (Wen, Fan,
19
REFERENCES
Aktekin, N. C., & Guven, S. (2013). Examining the impact of vocabulary strategy training on adult EFL students. Mersin University Journa l of the F aculty of Education , 9 (2), pp. 339-352.
Alhaysony, M. (2012). Vocabulary discovery strategy used by Saudi EFL students in an intensive English language learning context. International Journal of Linguistics , 4
(2), pp. 518-535.
Alipour, M., Gorjian, B., & Khouravard, L. G. (2004). The effects of pedagogical and authentic films on EFL. Advances in Asian Social Science, 3 (4), pp. 734-738.
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Lea rning & Tehnology , 5 (1), pp. 202-232.
Asgari, A., & Mustapha, A. B. (2001). The type of vocabulary learning strategies used by ESL students in University Putra Malaysia. English Language Teaching , 4 (2), pp. 84-90.
Bernardo, A. S., & Gonzales, H. T. (2009). Vocabulary learning strategies of Filipino college students across five disciplines. TESOL Journal, 1, pp. 17-27.
Cameron, L. (2001). Teaching languages to children. Cambridge: Cambridge University.
Danan, M. (2004). Captioning and subtitling: Undervalued language learning strategies.
Meta , 49 (1), 67-77.
d'Ydewalle, G. (2002). Foreign- language acquisition by watching subtitled tele vision programs. Journal of F oreign Language Education and Resea rch, 12, pp. 59-77.
20
Gu, P. Y. (2003). Vocabula ry learning in a second language: P erson, task, context, and strategies. Retrieved October 20, 2014, from Teaching English as a Second or Foreign Language- EJ: http://tesl-ej.org/ej26/a4.html
Huckin, T., & Coady, J. (1999). Incidental vocabulary acquisition in a second language: A Review. Studies in Second Language Acquisition , 21, pp. 181-193.
Jiménéz, A. F. (2007). Stimulated recall methodology in language attrition research. In B. Kopke, M. S. Schmid, & M. Keijzer (Eds.), Language Attrition: Theoritica l Resear ch (pp. 227-248). Amsterdam: John Benjamins Publishing Company.
Jones, L. (2004). Testing L2 vocabulary recognition and recall using pictorial and written test items. Language Lea rning & Technology, 8 (3), pp. 122-143.
Khalid, A. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Lea rning & Technology , 5 (1), pp. 202-232.
Kilickaya, F., & Krajka, J. (2010). Comparative usefulness of online and traditional vocabulary learning. TOJET, 9 (2), pp. 55-63.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78, pp. 285-299.
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Lawson, M. J., & Hogben, D. (1996). The vocabulary learning strategies of foreign language students. Language Lea rning , 46 (1), pp. 101-135.
McCarthy, M. J. (1990). Vocabula ry. Oxford: Oxford University Press.
Nation, I. S. (2001). Learning language in another language. Cambridge: Cambridge University Press.
Nosidlak, K. M. (2013). Vocabulary learning strategies of the advanced students.
21
Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.
Sumakul, D. T. (2011). EFL learners' communication strategies in coping with grammatical difficulties in synchronous CMC. Liverpool: University of Liverpool.
Wilson, C. C. (2002). P ractica l aspects of using video in the foreign langua ge classroom. Retrieved October 16, 2014, from http://iteslj.org/articles/Canning-video.html
Yoshi, M., & Flaitz, J. (2002). Second language incidental vocabulary retention: The effect of text and picture annotation types. CALICO, 20 (1), pp. 33-58.
Yuksel, D., & Tanriverdi, B. (2009). Effect of watching captioned movied clip on vocabulary development of EFL learners. The Turkish Online Journa l of Educational Technology , 48-54.
22 Karena ini kan istrinya lagi ngomong ke suami. Nah jadi warden nya itu tak pikir kayak apa ya pokoknya kayak yang suami kepala rumah tangga. Yang semacem itu. Tapi guess nya kayak ombaknya itu sangar, gede banget gitu.
C: Tapi kamu buka kamus gak? Atau ngapain gitu? W: Nggak
C: O berarti guessing aja?
W: Guessing aja. Karena cukup ngerti kalau artinya itu.
W: Terus di scene waktu emak-emaknya lagi mandi, trus kan ada dua yang lain kayak nontonin. Terus kan emak-emaknya marah. Ngapain liat- liat. I xxx like a rump roast. Kalau roast nya udah tau, panggang-panggang. Pertamanya mikir sih rump itu apa daging ya, daging bakar, tapi kok aneh. Terus buka kamus, ternyata artinya bokong. C: Bokong? Berarti bokong panggang?
23
W: terus ini ada kalimat lagi. The spiteful ones live the longest. Taunya spiteful pertamanya guess nya pokoknya yang negatif- negatif gitu, soalnya ini lagi ngerasani emak-emaknya itu. Tapi waktu aku cek di kamus, artinya lebih ke orang yang penuh iri dengki. Ya memang negatif sih, tapi jadi lebih tau definisi yang exact.
C: Karena bantuan kamus? W: Iya karena bantuan kamus.
C: Tapi sebenernya awalnya pun sudah punya ide buat definisinya? W: Iya.
W: Nah terus ini kalimatnya the continent that xxx a pile of rubble. Rubble gak tau artinya apa. Waktu cari di kamus artinya kayak apa ya, tempat yang berantakan. Pokoknya kalau dalam bayanganku berantakan gitu. Kalau menurutku kok kayak idiom, maksudnya bukan yang exact meaning gitu.
C: Tapi sebelum buka di kamus ada bayangan gak, artinya apa?
W: Nggak. Soalnya nggak mudeng kenapa kok contient dibilang a pile of rubble. C: O berarti harus buka kamus biar tau artinya ya?
W: Iya.
W: Terus ini ada kalimat lagi captain's going to sing a shanty. Aku taunya shanty tu kayak gubug gitu. Terus kalau dimasukkin ke sini tapi kok aneh ya. To sing a shanty. Menyanyikan gubug kan lucu gitu. Terus akhirnya buka kamus, ternyata shanty tu ada artinya sendiri, kayak nyanyian-nyanyian yang dinyanyiin sama pirates.
W: I don't want to gloat. Nggak ngerti artinya apa. C: Ada banyangan gak?
W: Kalau disambungin sama kalimat yang selanjutnya ini kan ada but i would like to xxx. Yang di but nya itu apa ya, kalau nangkepnya gloat tu kayak aku ndak mau ngomongin gitu. Tapi aneh aja. Terus males juga mikirin. Jadi buka kamus.
24
W: Terus di tengah-tengah nyanyinya ada undisputed master of the seas. Undisputed ini nggak tau artinya. Kalau guess sih kayak yang di posisinya tinggi. Tapi kan exact nya nggak tau, jadi buka kamus lagi.
W: Nah terus ada lagi, ???These are my brave buccaneer. Ini yang nyanyi kaptennya. Dalam bayangan ada kayak bawahan gitu, tapi mau make sure jadi buka kamus, terus ternyata artinya seseorang yang mencuri kapal di laut, ya yang gitu-gitu. Sebenernya kalau mau diartiin bawahan sih bisa, tapi lebih tau artinya setelah buka kamus.
C: Berarti buka kamus tu membantu? W: Iya.
W: Nah ini in a world that's going under, to survive he must plunder?? Nah kalau dalam bayanganku kok plunder itu artinya untuk berusaha gitu lho, tapi ternyata setelah buka kamus, ternyata artinya steal.
C: Terus ada lagi kata yang nggak tau?
W: Ya. I have a little paunch. Paunch ini nggak ngerti. Soalnya dia bilang but i wouldn't name myself after it. Setelah dia ngejekin captain gut ini. Tapi kok nggak mudeng ya. Soalnya nek menurutku gut itu nggak ada artinya sih. Terus nyari paunch di kamus, artinya kayak lemak di perut. Tapi tetep nggak mudeng. Nggak nyambung, mungkin ini kayak juga apa idiom gitu nggak mudeng.
C: Jadi walaupun sudah guess, terus sudah buka kamus tapi tetep nggak mudeng artinya apa
W: Iya. Soalnya kan kadang di sana sering pake istilah- istilah gitu.
W: Yang nggak tau ini jettison. Terus males guess sih waktu itu jadi langsung buka kamus. Soalnya baru kali ini denger kata jettison.
25
C: Jadi setelah buka kamus jadi nambah vocab lagi ya. W: Iya.
W: Ini yang nggak tau scurvy. Xxx want to join our scurvy crew? Sebenernya tak pikir scurvy itu kayak bentuk gitu lho.
C: Curvy?
W: Tapi ternyata kok aneh ya. Iya curvy. Terus buka kamus, ternyata artinya kok.. Aneh juga sih sebenernya. Kayak kekurangan vitamin c, katanya gitu. In mungkin kayak idiom juga.
C: Jadi akhirnya kamu ngambil kesimpulan sendiri? W: Iya.
W: Terus yang nggak ngerti noggin. It gets xxx to do noggin. Sebenernya kalau dari scene nya, kan gajahnya tidur kebalik gitu. Jadi kepala e di bawah. Tapi ada juga kata blood ini. Jadi mikirnya kayak organ tubuh gitu. Tapi nek noggin tu belum pernah denger sebelumnya, jadi buka kamus.
W: Terus waktu nonton kedua ini ada nama tempat switchback cove. Pertamanya tak lewatin sih, soalnya tak pikir cuma nama tempat gitu, jadi nggak ada artinya. Terus waktu nonton kedua iseng buka kamus, ternyata ada artinya. Kayak nama area.
W: Terus ini lagi. Sama monyetnya. Kata-katanya susah monyetnya. Jadi dia bilang for xxx with weevil. Weevil ini nggak tau artinya. Dan nggak dapet bayangan sama sekali. Terus buka kamus, artinya kayak perusak, kayak parasit. Gak nangkep juga
W: Ini ada katanya or i will keelhaul the lot of you. Kayaknya sih kayak ancaman gitu. Kayak i will kill you. Tapi buat make sure buka kamus lagi
26
W: Terus unwind the binds. Kalau unwind kan kayak ngelepas, lha terus tapi kok bilangnya binds. Lha terus tak pikir kayak tutup mata. Tapi kok tutup mata di unwind. Kok kurang cocok. Lha terus buka kamus lagi. Ternyata artinya bind yang ikatan.
W: Lha terus ini ada lagi, pas monyetnya merintah batten down the hatches. Nggak ada bayangan sama sekali soalnya batten itu nggak tau artinya. Hatches juga nggak tau artinya. Bener-bener blank. Tapi sebenernya ada scene nya ditunjukin ke arah kapal gitu sih, jadi tau kalau berhubungan sama kapal, nyuruh- nyuruh di kapal tapi nggak tau itu nyuruh ngapain.
C: Terus kamu cuma berenti di guess atau buka kamus?
W: Buka kamus. Terus ternyata ada langsungan. Bilang batten down the hatches gitu.
W: Terus ini ada lagi. Hoist the anchor. Kalau anchor nya tau. Tapi kalau hoist nya nggak tau. Tapi kalau guess sih dapetnya buat move itu. Tapi buka kamus lagi.
W: Terus ada lagi, get your sorry??? Carcasses on board now. Taunya sih dari on board nya itu. Clue nya on board, kayak mau berangkat ni, cepet. Tapi carcasses tu kayak part of body, tapi nggak tau part yang mana. Jadi buka kamus.
W: Terus ada lagi yang nggak tau. Imminent death. Terus.. C: Guess nya?
W: Guess nya nggak ada sih, soalnya pokoknya taunya death nya itu, kalao imminent nya nggak ada gambaran, jadi buka kamus.
W: Terus ada leprosy. Taunya penyakit. Na h gitu toq. Tapi nggak tau lebih exact nya apa. Jadi buka kamus lagi.
27
W: Nah terus ada cute boys can whiplash your brain. Yang nggak tau whiplash. Terus hint nya sih dari your brain sama cute boys. Cowok tu bikin isi kepala campur aduk. Ya semacem itu. Tapi untuk exact word nya belum tau jadi buka kamus, terus ternyata apa ya, kayak injure bisa melukai, ya semacem itu. Ya mirip-mirip tapi ya seenggaknya setelah buka kamus jadi nambah vocab.
C: Nah ini kan sudah selesai. Aku mau tanya buat bikin kesimpulan ya. Kan kalau nonton film ini kan kita bisa liat visualnya, gambarnya, terus audio, suara sama subtitle nya juga kan, yang tadi pakai bahasa inggris. Terus yang menurut kamu paling mbantu kamu buat ngerti arti-arti dari kata sulit itu yang mana: visual, audio atau subtitle nya? W: Kalau subtitle sih bisa bantu dari plotnya, kayak konteksnya, jadi kalau ada hint gitu waktu ngepause buat ngira- ngira, buat guessing gitu bisa lebih ada waktu lama buat guess nya gitu. Karena ada hint nya, dari subtitle nya. Sebenernya kalau visual juga mbantu sih, kayak misalnya scene nya lagi kayak waktu gajahnya lagi tidur kebalik gitu kepalanya di bawah itu mbantu. Mbantu buat tau. Terus juga waktu kaptennya nyuru-nyuru di kapal, sebenernya sih juga mbantu buat tau tapi karena vocabnya yang memang gara-gara yang nggak pernah denger tu jadi kurang membantu. Terus kalau audio, mungkin mbantunya cuma di pronounciation.
C: Berarti belajar vocab tapi di pronunciation ya? W: Iya. Nggak terus langsung hapal juga sih.
28 kata-kata yang nggak ngerti, kasih tau ya
F: He e
F: Yang abandon aku nggak tau C: Terus kamu ngapain fan?
F: Guessing. Dan aku nggak buka kamus soale males
C: Karena kamu guessing, terus menurutmu artine apa; abandon? F: N ggak tau
C: Ada gambaran nggak? Misalnya ini verb, atau ini adjective, gitu? F: Itu yang pasti verb. Soale kan itu I wasn't abandoned. Jadi pasti verb C: Tapi kamu nggak ada bayangan sama sekali ini artinya apa?
F: N ggak
C: Kalo misalnya kamu liat dari konteksnya menurutmu apa fan artinya? F: Maksude artine?
C: Misale dari gambare, tau dari suarane, atau dari tone waktu dia ngomong gitu. Kamu bisa dapet sesuatu nggak?
F: Karena kalau aku ngeliat gambare, dia tu nggendong seseorang di situ, jadi mungkin ya bakalan ditinggal atau diusir atau diapain gitu
C: Siapa yang ditinggal? Yang digendong atau yang nggendong? F: Kayake yang digendong. Nek menurutku lho
C: Oke oke
F: Prune aku juga nggak tau. Itu aku guessing e kayak aku punya surprise buat kamu lho granny
29
F: Grounded aku nggak tau, dan aku guessing nya itu karena di sini itu kalau menurut interpretasiku ceritanya itu si bapak mammoth nya itu tu melerai anaknya yang sedang bertengkar sama mammoth yang lain. Dan kayak.. Grounded tu kayak ya udah to. Pergio.
C: O nyuru berenti gitu? F: He e
C: Okee
F: Bootie. Aku nggak tau, tapi aku guessing e pantat C: Kenapa kok guessing e itu?
F: Plank aku nggak tau dan guessing ku papan C: Kenapa kok guessing nya papan?
F: Soalnya habis itu dia kayak nyodorin papan buat jembatan jalan C: Oke oke
F: Blubber brain tu aku nggak tau tapi aku guessing nya kayak otak udang C: Kenapa kok guessingnya itu? Ada clue nggak dari yang ini.. Dari filmnya ini? F: N ggak ada clue sih, cuman kayake.. Oh ini, dia kan habis ngomong idiot idiot itu sama hiu ne. Terus ya udah tak pikir otak udang aja
C: Ooo berarti nyambung sama yang tadi itu ya? F: He e
C: Okee
30 C: Oo berarti.. Lebih ke positif atau negatif? F: Aku sih ngeliate lebih positif ya
C: Oo oke
F: Puke aku nggak tau tapi aku guessing e... Kayak nyuiti ngono lho C: N yuiti.. Oo okee
F: Pedal tu sebenere setauku itu tu menggenjot becak kan. Cuman kalau ngeliat di sini, itu kayak ndayung. Karena merek a nganu'e di laut dan naik kayak es
C: Oke
F: Raft. Aku nggak yakin artine tapi nek ngeliat di sini kayake rakit C: Kenapa bisa dapet itu clue kalau itu rakit?
F: Karena kalau mbangun tenda kayake nggak mungkin banget C: Berarti option e cuma antara tenda atau rakit?
F: Bisa juga mungkin perahu, tapi kalau perahu lebih ke boat mungkin ya. Aku kok nganu'e lebih ke rakit sih
C: Ada clue laen nggak yang membantu kamu memutuskan kalau itu rakit?
F: Nek bayanganku, nek ngeliati film ini kayake nek mbangun perahu kok kayake kurang cocok aja. Cocok rakit sih
C: Oke
F: Weapon itu aku guessing e senjata C: Clue nya?
F: Karena kayake nek aku ngeliat dari sini ini itu kayake mereka mau perang gitu C: Oke oke
F: xxx aku guessing e kayak nggak manusiawi C: Dapet clue ne dari mana?
31
F: Kalau ngeliat kalimate di sini, cute boys can whiplash your brain itu kayak apa ya, laki- laki itu kadang bisa membutakan pikiran
C: Berarti kamu ngeliate dari kalimate? F: Iya
F: Pembalasan dendam yang termanis C: Apa bahasa inggris e?
F: I got her the sweetest revenge C: Dapet clue itu dari mana fan?
F: Dari film e ini kan si monyet e itu kayak aku nganggep e kayak nyulik anak e si mammoth e dan dikembaliin tapi kayak ada persyaratan-persyaratan. Kayak misale nek kamu mau anakmu kembali harus kayak gini gitu. Karena kan si monyet e sama si bapak e tu dari tadi aku ngeliate kayak musuhan terus. Dan anak e tu dijadiin kayak.. Ni lho cara bales dendam e lewat anakmu
C: Fan kalau menurutmu nonton film tu bisa membantu nambah vocab nggak?
F: Bisa. Tapi kalau carane dengan guessing toq mungkin nggak terlalu membantu ya. Tapi kalau aku pribadi sih lebih suka guessing
C: Kenapa kok lebih suka guessing waktu nonton film?
F: Karena kalau mbuka kamus.. Ya kecuali kalau misalkan nonton e di laptop atau apa kan bisa mbuka kamus, tapi kalau misalnya kamu nonton di bioskop kan ndak mungkin C: Kalau nonton di bioskop kan sub e bahasa indonesia fan
F: E.. Iya sih bener. Tapi nek kamu tanya film bisa membantu memperkaya vocab ndak? Bisa
C: Tapi kalau misale buat kamu pribadi, kamu tu nonton film cuma buat entertainment aja, cuma buat menghibur gitu, atau juga bisa sebagai sarana buat belajar nambah vocab?
F: Buat entertainment juga, buat belajar juga
C: Jadi menurutmu walaupun.. Kan ini kamu cuma full guessing ni, tapi kamu tetep dapet vocab baru?
32
C: Kalau misalnya kamu nonton film di laptop gitu berarti biasane kamu emang mesti guessing fan?
F: Iya. Soale aku tu kebiasaan nek nonton film itu.. Masalahe gini, kalau harus mbuka kamus kan berarti aku harus pause, harus mbuka kamus dan itu tu bikin lama. Terus ini lho, maksude kalau nonton film ndak berkelanjutan itu tu kayak ndak asik. Mudeng to maksudku?
C: Jadi kalau misale kamu guessing itu film e tetep ndak mbo pause F: Iya tetep jalan
33
D: Guessing. Soalnya kan ini ngomongnya nggak jelas. Makhluknya juga nggak jelas sih. Jadi ya guessing kalo itu sesuatu yang nggak jelas ngomongnya
C: O h gitu
D: Aku nggak tau kata… incisors? Tapi aku skip soalnya itu nggak terlalu signifikan di story nya
C: Jadi menurutmu karena nggak terlalu penting maka nya di skip aja? Karena nggak ngganggu kalau misalnya kamu nggak tau juga?
D: He e. Soalnya seingetku ini cuma muncul 2x. C: O iya oke
D: Muncul lagi kata incisors dan premolars. Nah itu yang incisors ku skip. Yang premolars juga ku skip
C: Punya gambaran nggak ini kira-kira kata apa? Itu gigi. Soalnya yang ngomong tooth fairy
D: Ini kata.. How to pronounce it? Kasp? Aku cari di kamus inggris- inggris, kan bingung artinya banyak, jadi guessing nya taring
34
D: Soalnya yang gigi tadi, cari sih makane nemu geraham- geraham tapi nggak apal
D: Skip lateral incissors karena ya itu istilah gigi- gigi. Dan lagi keliatane katane susah C: Tapi kamu udah punya gambaran kalau ini tentang bagian-bagian gigi?
D: He e
D: Wishy-washy. Guessing dari kontennya. Kayaknya basa-basi.chit-chat C: Jadi dari teksnya? Atau dari gambarnya? Dari teks nya berarti ya?
D: Semuanya. Dari.. Soalnya kan sebelumnya ceritanya kayak gitu. Terus ada kata-kata wishy-washy. Guess. He e
C: O. Dari plotnya juga ya D: He e
D: Sleigh
C: Yang sleigh ini kamu ngapain?
D: Lihat cerita. Soalnya habis ada kata itu terus muncul. Kereta luncurnya pak santa C: Berarti liat dari gambarnya?
D: He e
D: Bloody show pony? Tapi di skip soalnya kayaknya itu cuma ungkapan cuma mengejek
C: Ya oke
D: Dua-duane diskip istilah ini. Yang xxx sama incissors. Soale nggak tertarik C: Tapi tau ini tentang apa?
D: Gigi
D: Kaput. Cari di kamus inggris- inggris. Lupa.. Maksude lupa term inggris nya apa tapi kayak worn out. Habis tenagane
C: Sek yang pas sebelum kamu cari kamus ada bayangan ndak ini artine apa?
35
C: Menurutmu artine apa? Sebelum kamu buka kamus?
D: Sama. Worn out. Tapi kan itu masih.. Lhoh kok iki opo beneran. Terus cari kamus C: Berarti sebenere walaupun guessing pun jawabanmu bener ya
