CHAPTER II THEORETICAL FRAMEWORK
D. Learning Through the Film
importance and use of words because film provides setting and usage.
Movies also provide models the use of English in daily discussions spoken directly by local British residents speakers (local English speakers). In this way, we can quickly get used to the expression and typical statements in English along with how to articulate them. The capacities that we can develop in learning through film media are listening skills, speaking skills, jargon and articulation
languages because students will continue to find new words throughout their lives, even long after mastering grammar forms of speech. Even though learning vocabulary can never be considered complete, this process must be inserted into the learning process.
Teachers' primary role in the classroom is to explain new words to students and build students' independence to develop their vocabulary skills (Hedge, 2002). To make students motivated to build their independence to master new words, teachers must find a way, such as by training them with the right vocabulary learning strategies. The vocabulary training strategy is the right part of the language learning strategy, part of a general learning strategy (Nation, 2001). In action, it is the vocabulary knowledge that helps learners to convey meanings. The learners' awareness of the role of vocabulary in language learning is reflected in their learning behavior when they consult dictionaries for difficult vocabulary items (Astika, n.d.).
Nix (Nix, n.d.) provides support for video use in a classroom to develop students' vocabulary. The researcher stated that "Pictures (video) improve sentence production for many words". Video media that can be the tools for developing the vocabulary skills of students is films. Learning media through film can be a vocabulary learning strategy. It can count as actions that students choose to help them understand and remember vocabulary items obtained through language learning experiences (Cameron, 2002).
New words or pronunciation are related to students' mechanism, process, and steps to build their sensitivity to English words to understand how it says and how they arrange them to be a sentence for communicating in English. They will also find the meaning of unknown words, maintain it in long-term memory, recall them when needed, and use them verbally or in written mode.
According to Gu and Johnson (1996), there are three kinds of vocabulary learning strategies: metacognitive, cognitive, memory, and activation strategies. The metacognitive strategies consist of selective attention and self-initiation strategies. First language learners and second
language learners who employ particular attention strategies know which words are essential for them to learn and are essential for adequate comprehension of a passage. Learners employing self-initiation techniques use a variety of means to make the meaning of vocabulary items exact.
Meanwhile, the cognitive strategies consist of guessing strategies, skillful use of dictionaries, and note-taking methods. It found that learners using guessing strategies draw upon their background knowledge and use linguistic clues like grammatical structures of a sentence to guess the meaning of a word.
Memory strategies classify into two distinct categories; rehearsal and encoding categories. Word lists and repetition are instances of rehearsal strategies. Encoding strategies encompass such processes as association, imagery, visual, auditory, semantic, and contextual encoding and word structure, which includes; analyzing a word in terms of prefixes, stems, and suffixes. According to Sanaoui (Sanaoui, 1995), there are two distinctive approaches to vocabulary learning for adult learners, they are those who structured their vocabulary learning and those who did not. Structured learners engaged in independent study, did self-initiated learning activities and recorded the lexical items they were learning, reviewed such records, and practiced using vocabulary items outside the classroom (Bastanfar, A.,
& Hashemi, 2010). Sanaoui’s research showed that structured Learners were more successful than those who followed an unstructured approach.
3) Learning Grammar
Another critical aspect of learning English is grammar. It is because grammar is used to make it possible for us to talk about language. There is a unique grammar for each language in this world. In general, grammar can define as the names types of words, and word groups that make up sentences. Even though everyone can put sentences together even as children, we need the grammar to talk about how sentences build and the types of words and word groups that make up sentences (Tilfarlioglu, 2005).
Gara (Gara, 1974) says that he believes learning grammar is the way that is neither necessary nor sufficient for learning to use a language. While Pawlak (Pawlak, 2018) defines grammar as learning strategies for deliberating actions and thoughts employed by EFL learners to learn and use the language quickly, effectively, and efficiently. These strategies are usually applied to normalize, control, and facilitate the learning process (Griffiths, 2019).
Teaching grammar communicatively can increase the communicative competence of which grammatical competence is a significant dimension (Dijk, 2012). (Apple, 1993) believes that uncommunicative grammar learning minimizes learners' exposure to the given knowledge and deprives them of thinking critically. Consequently, learners' passive role in explicit language learning can negatively affect their ability to acquire and develop essential higher-order thinking skills (Al-issa, 2016). Most students (70.20%) use grammar learning strategies that consist of cognitive, metacognitive, and social/affective, such as through film. Although there are many slang words used in the movie that doesn't fit the right grammar, the learner can also get used to hearing English words from film and learning how they are arranged to be a sentence.