STUDENTS’ PERCEPTIONS TOWARD THE USE OF VIDEOS IN
VOCABULARY LESSONS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Agni Trusta Wardaya 112011011
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
STUDENTS’ PERCEPTIONS TOWARD THE USE OF VIDEOS IN
VOCABULARY LESSONS
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Agni Trusta Wardaya 112011011
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
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. Agni Trusta Wardaya and Dian Toar Y. G. Sumakul, M.A
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 Language Education Program, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.
TABLE OF CONTENTS
ABSTRACT 8
INTRODUCTION 8
LITERATURE REVIEW 10
The Importance of Vocabulary in Language Learning 10
The Advantages Using Video in Teaching and Learning 11
The Use of Video in Classroom 12
THE STUDY 12
Context of the research 12
Participants 13
Instrument of Data Collection 13
Data Collection Procedure 15
Data Analysis 15
FINDING AND DISCUSSION 16
The teachers use of video in the language classroom 16
Lesson Observation 1 16
Lesson Observation 2 18
Students’ Perception towards the Use of Videos in
The Language Classroom 19
The affective and effective aspects of using video in teaching and learning 20
The relationship between watching videos and development other
English skill 21
The connection between watching video and vocabulary growth 24
Non-Positive Perception 26
CONCLUSION 27
ACKNOWLEDGMENT 29
REFERENCES 30
APPENDIX A 32
APPENDIX B 33
LIST OF TABLE
Table 1. The affective and effective aspects 20
Table 2. Watching videos and development other English skill 22
Students’ Perceptions toward The Use of Videos in Vocabulary Lessons Agni Trusta Wardaya
Abstract
Videos are one of entertaining products that can be used as an aid in English Language Teaching (ELT). Previous studies suggest that videos can help students to understand English lessons better than usual aids such as books or written texts. Lialikhova (2014) states that videos can be a good stimulus for the students to learn English especially enhancing their vocabulary. This study was aimed to find students’ perceptions towards the use of videos in the English language classroom, especially in vocabulary lessons. In conducting this research, questionnaire and observation were used. The researcher took the data from Sekolah Menengah Pertama (SMP) Negeri 2 Tayu, Kecamatan Tayu, Kabupaten Pati. The participants were 60 students from two different classes in the same grade. The finding shows that most of the students tend to have positive perceptions toward the use of videos in teaching and learning processes.
Keywords: Students’ perceptions, Video, English Language Teaching (ELT)
INTRODUCTION
Vocabulary is an important aspect of English Language Teaching (ELT).
Yüksel and Tanrıverdi (2009) say that vocabulary acquisition is one of the central
components of developing successful communication and literacy skills. In other
words, vocabulary becomes an important foundation for English communication
skills because with vocabulary people can develop appropriate words to communicate
In this modern era, teaching vocabulary does not merely rely on using books,
reading texts, or writing down the materials on the whiteboard. As technology
advances, modern products have been employed as teaching and learning resources.
An example of this is the use of videos.
Previous studies have found the positive attitudes of the students toward the
use of videos in vocabulary lessons. There are some reasons why students have
positive attitudes toward this issue. First, as Scacco’s (2007:11) claim that videos can
successfully supplement reading in the language classroom. Similarly, Peacock
(1997); McNulty and Lazarevic (2012) as cited in Lialikhova (2014) states that the
videos could represent authentic materials, which might have resulted in greater
motivation because authentic materials tend to increase learners’ concentration and
involvement in the learning activities more effectively than artificial materials. It will
also develop students’ English skills (Nunan, 1999).
This study concerned in students’ perceptions toward the use of videos in
vocabulary teaching and learning in the language classroom. Wenden (1991) defines
that perception is a cognitive aspect of attitude that can affect students’ understanding
toward the lesson. In other word, students’ perception can help the teacher to develop
a better lesson and make them more understand toward the lesson. In relation to that,
the following research question was utilized: “what are the students’ perceptions
towards the use of videos in their vocabulary learning?” It is expected that The
videos on vocabulary learning. Particularly for teachers, it could serve as both
theoretical and empirical evidence in promoting the use of videos in the language
classroom.
The Importance of Vocabulary in Language Learning
Vocabulary is a ‘collection of words’ (Williamson, 2014) that means
vocabulary is an important aspect in English language learning. If the students do not
have any vocabulary, it will be difficult for them to communicate to each other.
Similarly, Wallace (2007) believes that vocabulary has an important key in learning
English. In other words, vocabulary acquisition is one of the central components of
developing successful communication and literacy skills. Vocabulary has been seen
as an integral part of language by both researchers and teachers, it also cannot be
taught in one session (Karakas, 2012). With the sames sense, it can be said that
vocabulary, the core of the language, is not acquired at one day learning, because it
has ‘a continuum of development’ (Yüksel and Tanrıverdi, 2009).
Furthermore, Coady (1997) believes that the students need ten to twelve times
of explanation until they can understand and master the vocabulary. The implication
of understanding the vocabulary is that the students can master the communicative
skills. It is supported by Faerch and Kasper (1980) as cited in Hetai (1995) who says
that when the students can understand the vocabulary they also have mastered a
The Advantages of Using Video in Teaching and Learning
In this technological era, teaching and learning are not always conducted by
books, whiteboard or explaining about materials, but the process could incorporate
the use of other alternative tools such as videos. Lewis and Anping (2002:122);
McNulty and Lazarevic (2012:51) claim that video technology is becoming
increasingly popular in education because of the rapid technological advancement. It
means that videos can be a good tool to support teaching and learning activity.
McNulty and Lazarevic (2012:49) added that the most prominent feature of the use of
video-based activities is that they contribute to the overall learning motivation. The
reason is because videos are usually in the forms of authentic materials which can
increase the motivation of the students (Peacock’s 1997:153).
Using videos as a way to teach vocabulary has two positive impacts. The first
impact is not only increasing students’ motivation in teaching learning process, but
also increase their focus on how to use it properly. Moreover, Çakır (2006) believes
that video also increases their focus on the communicative aspects of language use.
Second impact is videos have the same vocabulary materials as in writing materials
(Webb 2010:497). Videos do not only teach about new vocabulary, but also recall the
vocabulary. Therefore, the students will know how to use them in the correct way. It
is supported by Sydorenko (2010) who states that videos can be used not only for
it can be negative impact if the teacher does not choose an appropriate video as an aid
‘in terms of students’ age, schemata, and interests’ (Lialikhova, 2014, pp.103).
The Use of Videos in Classrooms
Videos can be used in pre-, while- and post-viewing activities (Stephens et al.
, 2012; Massi, 2012; Roell, 2010; Harrison, 2009; and Köksal, 2004 as cited in
Lialikhova, 2014). With videos, the learning would be more effective and the
students can follow the learning process easily. Roell (2010:5) adds that, steps are
important to make active learning, in other words, the steps can make the students not
only watching and paying attention but also giving an opportunity to them to be
involved in the learning process (as cited in Lialikhova, 2014).
THE STUDY
Context of the research
The data collection was held in the first semester 2014-2015. This study
concerned more about how the teacher used videos as an aid in ELT and the students’
perceptions toward that matter. This research used a mixed of quantitative and
qualitative analyses and took data samplings from SMP Negeri 2 Tayu, Kecamatan
Tayu, Kabupaten Pati, Jawa Tengah. There was one teacher in SMP Negeri 2 Tayu
Participants
The participants of this research were 60 students from 8th grade of SMP
Negeri 2 Tayu. The reason of the selection of these participants was because one of
the teachers used videos as a way to learn vocabulary. Therefore, this research used
purposive sampling method. Purposive sampling is a sampling technique that
basically used in qualitative studies based on particular “purposes associated with
answering a research question” (Teddlie and Yu, 2007, pp. 77). Furthermore, this
sampling “is a strategy in which particular settings, persons, or events are deliberately
selected for the important information they can provide that cannot be gotten as well
from other choices” (Maxwell, 1997, pp. 235).
Instruments of Data Collection
To answer the research question, observation and questionnaires were used to
collect the data. The observation was conducted on 24th April and 27th May 2015 in 2
different classes of the 8th graders. Accordingly, the questionnaires were distributed
to the students in those 2 classrooms, right after the classroom sessions.
Observation – Event Sampling Protocol
Observation was used as a way to see how the teacher used videos in the
teaching and learning process. It was chosen because the researcher could capture the
whole teaching and learning process from the beginning to the end (Zacharias, 2013
teacher used videos, which can help the researcher to capture the important things
during the lesson not just write down the whole teaching process, but just pick an
event that was related to the topic of the research (Zacharias, 2013 p. 102). The table
below shows the format of an event-protocol for how the teacher used videos as a
way to teach vocabulary to her students.
Questionnaires
To elicit students’ perceptions toward the use of videos in their learning, the
researcher used a questionnaire adapted from Lialikhova (2014). It has the same topic
with the current study. The items in the questionnaire were then translated into
Bahasa Indonesia so the students could understand the questions. The reason of the
use of questionnaires is because it had advantages related to time and effort. This
questionnaire contains 10 statements toward the use of videos in English vocabulary
learning and contains five variables: strongly disagree, disagree, neutral, agree, and
strongly agree (see Appendix 1). Each of the statements has its own aspect toward
teaching and learning using video. These aspects are the connection between
watching video and vocabulary growth (number 4, 6, and 8), the affective and
effective by using video in teaching and learning (number 1, 2, and 10), and the
relationship between watching videos and development other English skill (number
Data Collection Procedure
Since the participants were from an institution/school the researcher must
have a permit to collect the data from that school. Therefore, before doing the data
collection the researcher wrote a permission letter to the principal of SMP Negeri 2
Tayu. When the permit was granted, the researcher conducted observation in two
classes during teaching and learning process. The researcher took the important
events such as how the teacher delivered the materials, how the students follow the
teaching and learning process, and how the students participate in the activities during
the lesson with videos. At the end of the lesson the researcher gave the questionnaire
to the students. Students’ responses from the questionnaire were then compiled into
one data.
Data Analysis
In this research, the researcher will analyze the questionnaire by analyzing the
data quantitatively. First of all, the researcher developed the emerging theme to
differentiate one data to another (Zacharias, 2013). It was then counted for its
frequency of the distribution of the themes. For efficiency reasons, the responses
were divided into 3 bigger categories, positive, neutral, and negative. ‘Agree’ and
‘Strongly Agree’ were categorized under positive responses, ‘Neutral’ was treated as
responses. The recapitulation of the whole data was then analyzed and discussed
while relating them to the theories discussed in the literature review.
FINDINGS AND DISCUSSION
In this section the results of the analysis will be provided related to the
research question. The first is about the data from the observation to see the students’
activity and responses in the classroom during the lessons with videos. Next, the data
from the questionnaires will be presented and discussed.. At the end of this section,
based on the data, there will be further discussion about the use of videos in students’
learning.
Teachers’ use of videos in the language classroom
Lesson Observation 1
First Lesson Observation took place in class 8E with Teacher 1 as a teacher. The
video used was a short video taken from English Conversation Unit 14 ‘coffee or
tea’. It was a conversation between a man and a woman in the cafeteria. The video
was chosen by the teacher because the video was related to the topic that would be
explained in class; the topic was asking and giving expression. On this lesson
students will learn new vocabulary that related to the topic, such as: bills, menu, cafe,
instant coffee, fresh ground coffee, green tea, earl grey tea, lipton tea, and cookies.
seen by their expression and some students just kept quiet. She paused the video in
just one time, but the students did not give any responses. Then she gave an
explanation about the story of the video. After they got an explanation about the
video, the students seemed to understand. It was visualized by their responses, they
said “oh” with one voice. She played the video again for the second time. They take
a note while the video was being played.
Third, she played the video as the key word for the assignment that given. Before
that, she explained the vocabulary and uncommon words for the students. Some
students took notes and wrote down the meaning. Some students who did not get the
point asked her. For example, ‘Miss, what is the meaning of bills?’ then she answered
“That is the kind of paper that we usually got if we want to pay the food or drinks in
the restaurant”. After that, she distributed the assignment.
For the last time, the teacher played the video to check their understanding and
check the students’ answer of the assignment. She asked two of them to write down
the answers. She chose two students because she had limited time. One student made
a mistake, the teacher then invited all the students to correct the mistake together.
After that, she checked their understanding by answering all the questions together.
Teacher 1 recalled the explanation about asking and giving expression again and
Lesson Observation 2
Second Lesson Observation took place in 8B with Teacher 2 as a teacher. She
also used a similar video with Teacher 1, a short conversation or dialogue, but
Teacher 2 had a different situation which took place in a washing machine store. She
emphasized on asking and giving expression. Before she played the video, she gave
an explanation about the video and activity that they were going to do at that meeting.
Teacher 2 added that they would learn listening skills and new vocabulary such as:
washing machine, brand, price, bin washer system, spinner, and cost with the video as
the aid. However, some students seemed not to care with the explanation, some
students were still having chat with other students silently and other students were
just daydreaming.
The video was played four times. In the first play, the students seemed not to
understand the video. The observation data noted that they gave some expressions,
such as: shock, and some students said, “ha? What does she say?”. The teacher knew
that, then she paused the video. She added more explanation about the video and the
uncommon vocabulary that may appear in the video.
After her explanation, she played the video for the second time. After the video
was ended, she asked one student to write down the example of the asking and giving
answer. She checked his answer and the transcript of the video. After that Teacher 1
revised the student’s answer. Soon after, she played the video again for the third time.
The students’ reaction changed after they got a further explanation about the video
that contained some sentences related to the topic of the learning that day. The
reactions could be visualized by some students who took notes, and tried to find the
utterances related to the topic.
After the video was ended, she distributed the conversation text from that video.
The students had to find the correct sentences that showed asking and giving
expression. They seemed to be enthusiastic. Some students opened their notes and
looked for the correct words. Time was up, the students exchanged their answer with
the other students. The teacher played the video for the last time to check their
answer. They seemed to be excited. It could be seen that all of them watched the
video seriously and silently. When they got wrong answers, they said “yah.. I got
wrong answer”, and some said “how could it be?”. To close the course, she recalled
the materials that they had learned and reminded them how to use it in a proper way.
Students’ Perceptions towards the Use of Videos in the Language Classroom
Based on Lialikhova (2014), students’ perceptions on this matter can be
categorized into three main subheadings, they are: The affective and effective aspects
and development other English skill, and The connection between watching video
and vocabulary growth. The analysis below covered those three main subheadings.
The affective and effective aspects of using video in teaching and learning
The use of videos can be viewed from the affective aspects and effective
aspects. In this context affective aspects are aspects that make the students more
enthusiastic with English Language teaching with video, while effective aspects are
aspects that can make the use of the video is better than the ordinary English lesson
without video. The following table provides the summary of both aspects. Item No. 2
is related to effective aspects, while No. 1 and 3 are about affective ones.
Statement Strongly
2. I learn in a more efficient way during English lessons
As shown in the table above most of the students tend to have positive
perception and said that using video as the tool of teaching and learning English is
effective. This is shown by item no. 2 reflecting that 56.7% of the students agree and
strongly agree that they learn in a more efficient way during English lessons with
video. Similarly, most of them have positive perception about the affective aspects of
the use of videos. 81.6% of the students show that they agree and strongly agree that
English with videos are fun and entertaining. With the same sense for item no. 3, 65%
of the students disagree and strongly disagree that they do not like lessons with
videos.
The data above is the result and evidence that using videos can be a good and
efficient aid to help the students understand the English lesson. This is in line with
Lialikhova (2014) who mentions that teachers can prevent the practice of film
showing in classrooms from becoming sheer entertainment with no learning
experience by using videos effectively with educational objectives in mind.
The relationship between watching videos and development of other English skills
Watching videos in English language teaching have a relationship with the
development other English skill, such as: reading, speaking, listening, and writing.
This activity can help the students to develop their reading and listening skills when
they watch the subtitle and listen to audio from the video. It can also develop their
vocabulary that given by the video and give them a motivation to do writing skills
because they know the correct vocabulary from the video (Lialikhova, 2014). The
table below provides the summary of those development other English skills.
Statement no. 3 and 9 are related to speaking skills, no.7 is about writing and reading
skills, and no. 5 is related to listening skills.
Statement Strongly
Disagree
Disagree Neutral Agree Strongly
Agree
3. Videos in English lessons help
me to improve my
7. Videos in English lessons make me more interested in doing written tasks.
5. Videos in English lessons help me to understand oral English
9. Videos in English lessons are the best way to see how people
Table 2. Watching videos and development other English skill
strongly agree that they can improve their pronunciation and intonation by watching
videos. Item no. 9 also indicates that 70% of the students agree and strongly agree
that they can see the correct way of how people communicate in real life and in
different situation. It has a similar result with writing and reading skill, where 60% of
the students agree and strongly agree that watching videos can give them a motivation
to do the written task. Similarly, for item no. 5 which is related to listening skill,
66.7% of the students agree and strongly agree that watching videos is make them to
understand oral English better than ordinary audio.
Webb (2010:497) states that videos have the same vocabulary materials as in
writing materials. It means that videos are not only entertaining, but could also cover
writing skills. The video can also be a good supplement for reading activities
(Scacco, 2007:11). Furthermore, Lonergan (1984:4) as cited in Lialikhova (2014)
states that the outstanding feature of video films is their ability to present complete
communicative situations, which means that video can also be a good assist for the
students to learn speaking and listening skills.
The connection between watching video and vocabulary growth
Watching video also can assist students’ vocabulary growth. Webb
learning as given by written materials. It means that watching videos is not only for
entertaining, and develop their English skills but also can increase their vocabulary
and help them to understand certain words, also how to express it in the correct way.
The table below provides the result of the connection between watching video and
vocabulary growth.
Table 3. Watching videos and vocabulary growth
From Table 3, we can see that most of the students tend to have positive
perception and said that watching videos can help them to increase their vocabulary.
This is shown by item no. 4, where 76.7% of the students agree and strongly agree
videos can increase their vocabulary and make them understand certain unfamiliar
words, also give them the correct expression that used in the real life.
Most of the students agree that video can give them more vocabulary,
compare to just listening to the teacher because video can attract them to imitate the
correct pattern for certain words that may be used in their daily life. In line with that,
Lialikhova (2014) believes that videos can give more motivation to the students
during the learning process because they have real situation how to use vocabulary.
Support from Observation Data
The researcher also got some evidences about the students’ perception toward
the topic of his research. While the researcher made an observation in the first class
(8E) and second class (8B), the researcher saw some expressions from the students
while they got an English lesson with video. At the 8E, the students seemed to be
afraid because the teacher did not give any explanation about the video and what they
should do next, but then she gave an explanation about the video. After her
explanation, the students seemed to be happy. It was observed that some students
always gave attention by taking notes and checking their notes with the scene of the
video. In contrast, at 8B, the students were happier, it was shown by their enthusiasm
by doing their task about the video and some students made a note taking about the
The observation showed that most of the students were enthusiastic with the
videos. Their enthusiasm can be seen by their facial expression and what they had
done while doing the assignment, such as: they took notes to capture the important
things from the video, they did not chat with others when the video was played, and
they followed the teacher’s guidance. This observation result has a connection with
the result of the questionnaire. In the questionnaire most of the students tend to have
positive perceptions toward the use of videos in an English Language Teaching. In
other words, their enthusiasm could be represented by their positive perception
toward videos in an English lesson.
Non-Positive Perception
However, there were neutral, and negative answers appeared in this research.
There were some possible reasons for this to have happened. In one class where the
researcher collected the data, the teacher did not give any explanation at the
beginning of the class about the video and what they are going to do with the lesson.
Roell (2010:5) says that in pre-teaching the teacher should give an introduction about
the video, so the students would have a clue about the video and would not be
confusing for the students. Another reason is that the students might not understand
with the language that was used in the videos, since there was no explanation from
The teacher could give an explanation in pre-teaching, it could be the story
about the video and what they are going to do with the video. The teacher also has to
mention the purpose of learning with videos, so the students can understand what
they are going to learn (Lialikhova, 2014). The teacher should do a vocabulary
preparation first. Futhermore, she explains that without vocabulary preparation, it will
make the students confused during the lesson and will be a teacher centered because
during the lesson only the teacher who gives an explanation without giving a chance
for students to join the discussion and do an activity that related to the video. An
example of the activity can be in the form of a role play (Roell, 2010:5).
CONCLUSION
This study was aimed to find students’ perceptions toward the use of the
videos in ELT. The findings show that most of the students tend to have positive
perceptions toward the use of videos in ELT. Three categories were used to classify
the data; they were the affective and effective aspects of using video in teaching and
learning, the relationship between watching videos and development other English
skill, and the connection between watching video and vocabulary growth. Under
these categories, it was found that most of the students provided evidence of positive
perception.
However, even though some students had neutral and negative answers, they
from the questionnaires, the evidence could also be found during the observation. It
could be seen from their facial expressions and what they were doing during do the
assignment, such as: they took notes to capture the important thing from the video,
they did not chat with others when the video was played, and they followed the
teacher guidance. From the questionnaires, it was also shown that most of the
students agree that videos can make English learning more entertaining and fun. They
also agree that they can develop other English skills (listening, speaking, reading, and
writing) by watching videos. Similarly, they agree that video can help them to
understand vocabulary better than the ordinary materials (written materials).
The result of this study could give alternative strategy to the teacher to teach
vocabulary by using video in the classrooms due to the positive perceptions of the
students. However, the researcher realized that many obstacles can appear during the
teaching and learning process. The teacher should make a good preparation to make
the use of video effectively to the students’ learning. The researcher welcomes any
further researches to assess whether the students still have positive perceptions
toward the use of videos in English Language Teaching or not.
ACKNOWLEDGMENT
First, I would like to thank my God and my Saviour Jesus Christ who gives
me anything that I need every time. I would like also to thank my supervisor Mr.
thesis. I would like to thank to the pricipal and teachers from SMPN 2 Tayu who
allowed me to take the data from their school, and all my participants who give their
time to answer the questionnaire. I also thank to my parents, my future wife, and all
my friends who always give me a motivation to finish this thesis. May God bless you
in all of everything you do.
References
Çakır, Đ. 2006. The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology, 5(4): 67-72.
Coady, James. 1997. L2 Vocabulary Aquisition Through Extensive Reading. Cambridge University Press.
Köksal, Dinçay. 2004. To kill the blackboard? Technology in language teaching and learning. The Turkish Online Journal of Educational Technology, 3 (3): 62-72.
Lialikhova, Dina. 2014. The use of video in English language teaching: A case study in a Norwegian lower secondary school. Master Thesis of University of
Stavanger.
Lewis, Marilyn and He Anping. 2002. Video-viewing tasks for language teacher education. RELC Journal, 33 (1): 122-136.
Maxwell, J. 1997. Designing a qualitative study. In L. Bickman & D. J. Rog (Eds.) Applied Research Designs (pp. 214-240). Thousand Oaks, CA: Sage.
McNulty, Anastassia and Bojan Lazarevic. 2012. Best practices in using video technology to promote second language acquisition. Teaching English with Technology, 12 (3): 49-61.
Nunan, David. 1999. Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.
Peacock, Matthew. 1997. The effect of authentic materials on the motivation of EFL learners. ELT Journal, 51 (2): 144-156.
Scacco, John. 2007. Beyond film: Exploring the content of movies. English Teaching Forum, 45 (1): 10-15.
Sydorenko, Tetyana. 2010. Modality of input and vocabulary acquisition. Language Learning and Technology, 14 (2): 50-73.
Teddlie, C and Fen Yu. 2007. Mixed Methods Sampling: A Typology With Examples. Journal of Mixed Methods Research,1(1): 77-100.
Wallace, Christopher. 2007. Vocabulary: The Key to Teaching English Language Learners to Read. Jacksonville State University.
Webb, Stuart. 2010. A corpus driven study of potential for vocabulary learning through watching movies. International Journal of Corpus Linguistics, 15 (4): 497-519.
Wenden, A. (1991). Learner Strategies For Learner Autonomy. Great Britain, UK: Cambridge University Press.
Yuksel, Dogan and Belgin Tanriverdi. 2009. Effects of watching captioned movie clip on vocabulary development of EFL learners. The Turkish Online Journal of Educational Technology, 8 (2): 48-54.
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APPENDIX A
Observation Protocol
Name of the course: Name of instructor:
Class: Topic:
Class time: Total number of students:
No Time Students’ activities/
responses Teachers’ activities
1
2
3
APPENDIX B
My name is Agni Trusta, I am a student of English Teacher Education Program, Faculty of Language and Literature of Satya Wacana Christian University. To full fill my bachelor degree, I want to find out about students’ attitudes toward the use of videos in English vocabulary teaching. I need your help to fill in this questionnaire below. Your answer will not affect your grade, thus please answer the questionnaire honestly. Many thanks.
Put a check mark (√) in the appropriate answer!
7. Videos in English lessons make me more interested in doing written tasks. 8. Videos in English
lessons help me to understand how certain words and expressions are used in real life. 9. Videos in English
lessons are the best way to see how people communicate in real life and in
10. I do not like English lessons when my teacher uses videos.
Gender : M / F
Age :
Class :
Pernyataan Sangat
5. Belajar bahasa Inggris kosa kata dan ekspresi yang digunakan dalam kehidupan sehari
10. Saya tidak menyukai belajar Bahasa Inggris menggunakan video.
Jenis Kelamin : L/P
Umur :
