SKRIPSI
BY
BAGUS TARA YOGA SAPUTRA NPM 21701073088
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
OCTOBER 2021
STUDENTS’ PERCEPTION TOWARD INTEGRATING WATCHING VIDEOS AND FUN GAMES FOR VOCABULARY MASTERY
SKRIPSI Presented to
Faculty of Teacher Training and Education University of Islam Malang
In partial fulfillment of the requirements for the degree of Sarjana in English Language Education
BY
BAGUS TARA YOGA SAPUTRA NPM 21701073088
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
OCTOBER 2021
Education Department, Faculty of Teacher Training and Education, University of Islam Malang. Advisor I : Dr. Dwi Fita Heriyawati, M.Pd.;
Advisor II : Dr. Dzul Fikri, SS., M.Pd.
Keywords: Students’ perceptions, integrating watching videos and games implementation, and vocabulary mastery.
Vocabulary as English component has important role in other English skills and components improvement. By several factual case records, vocabulary is considered as most important English component to deliver to the students; also, mostly students get difficult in memorizing and remembering English vocabularies.
This fact motivated the reseracher to investigate how to teach vocabularies with fun. Watching videos and games implementation are two of teaching techniques considered as joy in the classroom; furthermore, the researcher tried to figure out students’ perceptions of new innovation by integrating watching videos and games covered into one research question “what is students’ perception toward learning vocabulary by integrating watching videos and fun games?” To cover up this research question, the researcher conducted survey research with 29 participants of class VIII of MTs Al-Muslihuun. To collect the data, the researcher adopted likert scale and open-onded questionnaire to know students perceptions of watching videos and games implementation in vocabulary teaching and learning then analyzed by using descriptive analyses.
The reseacrh finding shows that those two teaching methods gained positive responses from the participants and syncronized one another. There are some syncronized benefits gained based on students’ perceptions by integrating watching videos and games, those are; vocabulary varieties upgrading with 93%
positive responses, vocabulary enhancement with 83% positive responses, Fun and entertaining with 94% positive responses, and other various benefits with 90%
positive responses. Additionally, the researcher also investigated about students’
experiences in learning vocabularies using innovative techniques; 79% participants said yes and fun.
From those findings it can be concluded that teaching vocabulary using video gives a bunch of benefits for students, so does teaching vocabulary using games. Based on students’ perceptions of learning vocabulary using video and game, it shows that those two methods have the same beneficial outcomes for students’ vocabulary mastery enhancement. Therefore, it indicates that those two teaching methods can be integrated to maximize the functional results for students’
vocabulary mastery.
ABSTRACT
Saputra, Bagus Tara Yoga. 2021. Students’ Perception of Integrating Watching Videos And Fun Games on Vocabulary Mastery. Skripsi, Pendidikan Bahasa Insggris, Universitas Islam Malang. Pembimbing I : Dr. Dwi Fita Heriyawati, M.Pd.;
Pembimbing II : Dr. Dzul Fikri, SS., M.Pd.
Keywords: Students’ perceptions, integrating watching videos and games implementation, and vocabulary mastery.
Kosakata sebagai komponen bahasa Inggris memiliki peran penting dalam peningkatan keterampilan dan komponen bahasa Inggris lainnya. Dengan beberapa catatan kasus faktual, kosakata dianggap sebagai komponen bahasa Inggris yang paling penting untuk disampaikan kepada siswa; juga, sebagian besar siswa mengalami kesulitan dalam menghafal dan mengingat kosakata bahasa Inggris.
Fakta ini memotivasi peneliti untuk menyelidiki bagaimana mengajarkan kosakata dengan menyenangkan. Menonton video dan implementasi game adalah dua teknik mengajar yang dianggap menyenangkan di kelas; Selanjutnya, peneliti mencoba untuk mengetahui persepsi siswa tentang inovasi baru dengan mengintegrasikan menonton video dan game yang tercakup dalam satu pertanyaan penelitian “apa persepsi siswa terhadap pembelajaran kosakata dengan mengintegrasikan menonton video dan permainan yang menyenangkan?” Untuk menutupi pertanyaan penelitian ini, peneliti melakukan penelitian survei terhadap 29 peserta didik kelas VIII MTs Al-Muslihuun. Untuk mengumpulkan data, peneliti menggunakan skala likert dan angket terbuka untuk mengetahui persepsi siswa dalam menonton video dan implementasi game dalam pembelajaran kosa kata kemudian dianalisis dengan menggunakan analisis deskriptif.
Hasil penelitian menunjukkan bahwa kedua metode pengajaran tersebut mendapatkan respon positif dari peserta dan saling sinkron. Ada beberapa manfaat sinkronisasi yang diperoleh berdasarkan persepsi siswa dengan mengintegrasikan menonton video dan game, yaitu; peningkatan ragam kosakata dengan 93% tanggapan positif, peningkatan kosakata dengan 83% tanggapan positif, Menyenangkan dan menghibur dengan 94% tanggapan positif, dan berbagai manfaat lainnya dengan tanggapan positif 90%. Selain itu, peneliti juga menyelidiki tentang pengalaman siswa dalam belajar kosakata menggunakan teknik inovatif; 79% peserta menjawab ya dan menyenangkan.
Dari temuan tersebut dapat disimpulkan bahwa pengajaran kosa kata menggunakan video memberikan banyak manfaat bagi siswa, begitu juga pengajaran kosa kata menggunakan permainan. Berdasarkan persepsi siswa terhadap pembelajaran kosakata menggunakan video dan game, menunjukkan bahwa kedua metode tersebut memiliki hasil yang sama-sama bermanfaat untuk peningkatan penguasaan kosakata siswa.
Oleh karena itu, hal ini menunjukkan bahwa kedua metode pengajaran tersebut dapat diintegrasikan untuk memaksimalkan hasil fungsional untuk penguasaan kosakata siswa.
1 CHAPTER I INTRODUCTION
This chapter begins all study cases with several aspects covered into subchapters, those are; background of study, research problems, objective of study, scope and limitation of study, and significance of study. To minimize misunderstanding from the readers, the researcher also provides definition of key terms of every variable in this chapter.
1.1 Background of the Study
Wide world well-known that English as a foreign language has four skills to learn; speaking, writing, listening, reading, and three components; vocabulary, pronunciation, and grammar. Those skills and components are undeniably related to one another. From the smallest aspect, word is a very crucial material to shape those English skills; reading, speaking, writing and listening.
Starting from the receptive skill (reading and listening), vocabulary mastery really affects receptive skills upgrading. The higher amount of vocabulary the students acquire, the easier the students can comprehend the English text. It is line with a study case in Singapore conveyed by Zhang & Anual (2008) that almost all ESL students in secondary school encountered problematic vocabulary
understanding during reading comprehension periods. Undeniably, the students learn pronunciation implicitly when they learn vocabulary. This fact is supported by Dabbagh (2016) in his research that mostly ESL learners consider that one of
backstops to attain listening comprehension is vocabulary; therefore, vocabulary mastery is one of essential values in gaining listening comprehension.
Moving on to the productive skills (speaking and writing), there are a lot of evidences proving that vocabulary is one of most vital aspects to absorb in improving productive skills. “No words, no communication” means to deal with the importance of vocabulary in speaking skill. The lack of vocabulary will hamper English learners to speak up fluently. A supportive statement comes up with a results of study that “Speaking English fluently is always a difficult task for EFL learners but it can beoppressed by learning variety of strategies in the course of developing vocabulary” Khan, Radzuan, & Shahbaz (2018). Writing as the other productive skill also needs vocabulary mastery to create proficient writing.
Viera (2017) stated “pedagogic intervention with vocabulary activities
strengthened learners’ performance production since they can integrate precise vocabulary terms in the production of written texts”.
The over-elaborated points showing that vocabulary has a very crucial role in developing all English skills, there found many kinds of difficulties faced by English learners in mastering vocabulary. Based on the research findings by Rohmatillah (2014) about students’ difficulties in learning vocabulary mentioned as follows;
1) Pronunciation & spelling (caused by the written form is different from the spoken form in English)
2) Contextual Meaning (caused by random and various words)
3) Collocation (caused by the number of words that students need to learn is exceedingly large)
By those findings about several difficulties faced by students in learning
vocabulary, this might be solved very soon by providing understandable materials and innovative teaching methods to make the students find pleasures in learning vocabulary.
These matters actually urge the researcher to conduct this study aimed to figure out the students’ complexities in learning vocabulary. Looking back to the first hitch in learning vocabulary based on the students’ perception is
pronunciation and spelling caused by the written and spoken form difference. The researcher decided to investigate the implementation of watching videos as the teaching method to minimize the boredom vibes in the classroom and facilitate the students to know how to pronounce and spell the word. Furthermore, the
researcher delivered the vocabulary using theme boundary which eased the students to know the contextual meaning and collocation. Besides, the researcher also tried to implement fun games as the practical methods to help the students to have long-term memory of the vocabularies. Khan et al. (2018) stated that “most EFLstudents claim that they understand the new vocabulary items during the lecture but they tend toforget newly learned words after a short period of time”.
1.2 Research Problem
This study focuses on vocabulary teaching and learning by integrating two activities at once, watching videos and games implementation. This focus is
covered into one research problem; what is students’ perception toward learning vocabulary by integrating watching videos and fun games?
1.3 The Objective of the Research
From the research problems presented, the researcher’s purposes to conduct this research is to know students’ perception toward learning vocabulary by integrating watching videos and fun games.
1.4 The Significance of the Study
A study is conducted to create several outcomes for particular stakeholders while this study has two significances of this study; theoretical and practical significances. For the theoretical significance, this study is expected to give a broader insight about students’ perception about integrating watching videos and games in learning vocabulary and can be a reference how to teach vocabulary in the classroom by using fun and innovative ways.
Practical Significance covers several stakeholders, those are; EFL teachers who commonly get obscured about teaching and learning methods
implementation especially in teaching vocabulary purposed to facilitate the students to pin in mind a bunch of vocabularies to communicate in social life. By this research outcome, the English teachers can get inspired to implement
innovative methods in teaching vocabularies like watching videos and fun games.
Additionally, since this research is conducted, this is already dedicated for students to make them more attentive to improve their vocabulary mastery since
vocabulary is linked to all English skills. Lastly, the research outcomes of this study might be an inspiration for future researchers who want to dig deeper about vocabulary teaching and learning.
1.5 Scopes and Limitations of the Study
There are billions of words in learning any kinds of languages while this study focuses on English terms. Based on structural English, there are eight parts of speech component to learn, those are; noun, pronoun, verb, adjective, adverb, preposition, conjunction, and interjection. The English terms which becomes the spotlight of this study is verb. In addition, there are also a lot of methods in delivering vocabulary materials; however, this research selects two kinds of methods to be integrated to maximize the vocabulary teaching and learning those are; watching videos as the material delivery method and fun games as the practical method.
Due to the time constraint and pandemic situation, this research does not carry out CAR (Classroom Action Research) as the research design since it takes a lot of time to do the class observation. This reason constrains the researcher to do survey reserach by using descriptive analysis methods to observe students’
perception on learning vocabularies through integrating watching videos and fun games as the method learning. The limitation of this study was conducted only in one day meeting without giving more teaching method to know students’
perception toward integrating watching videos and fun games for vocabulary mastery. Whereas, the researcher did not know whether those two methods have
been implemented before or not. The limitation of this study was conducted only in one day meeting without giving more teaching method to know students’
perception toward integrating watching videos and fun games for vocabulary mastery. Whereas, the researcher did not know whether two methods have been implemented before or not. In one day meeting researcher implemented those two methods and then measure their perception using questionnaire instead of
interview data that might be more valid than questionnaire.
1.6 Definition of Key Terms
To avoid misunderstanding, this study provide the readers definition of each variables which become the focus of the study, those are; students’ perception, watching videos, fun games, and vocabulary mastery.
Students’ perception is defined as experimental students’ opinions, comments, feelings, thoughts, and feedbacks who got the special teaching treatment about how the teaching and learning situation happened. In this study, the researcher measures the students’ perceptions about the integrating of watching videos and fun games on the students’ vocabulary mastery using likert scale questionnaire and 15 open-ended questionnaires.
Video means those floating on the internet and accessible to watch. These research videos are animation videos adopted from YouTube source containing several vocabularies completed with its pronunciation, while this study focuses on the learning of daily activities vocabularies.
Game has very large scope to define, for example; online games, traditional games, competitive games, etc. However, this study focuses on teaching and learning contextual fun games which are literally conducted in the classroom more specifically fly swatter, guessing words, and other vocabulary teaching methods.
Vocabulary mastery means students ability to remember every English word being taught by the teachers, its proper functions of collocation.
37 BAB V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion of this study and some suggestions dedicated to English teachers and future researcher.
1.1 Conclusion
From all those findings stated above, it can be inferred that teaching vocabulary using video gives a bunch of benefits for students, so does teaching vocabulary using games. Based on students’ perceptions of learning vocabulary using video and game, it shows that those two methods have the same beneficial outcomes for students’ vocabulary mastery enhancement. Therefore, It indicates that those two teaching methods can be integrated to maximize the functional results for students’ vocabulary mastery.
1.2 Suggestion
Every research conducted might have significance of study to contribute solutions of any problems encountered.
1. English Teachers
At the first step to conduct this study, English teachers are actually the main objects for this research. By those all research findings, the researcher
recommended all English teachers to modify the teaching manners and implement innovative teaching methods since it is proven that students prefer to study using entertaining methods.
2. Future Researchers
As the fact that this research was conducted in pandemic circumstance, the researcher could not do more surveys about the effectiveness of integrating watching videos and fun games on the students’ vocabulary mastery instead focusing on students’ perceptions of integrating watching videos and fun games on the students’ vocabulary mastery. Therefore, the future researcher is
recommended to conduct CAR (Classroom Action Research) to find out the effectiveness of integrating watching videos and fun games on the students’
vocabulary mastery and measure their perceptions using interview to get more valid data.
39
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