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TEACHERS’ AND STUDENTS’ PERCEPTIONS ABOUT WATCHING ENGLISH MOVIES FOR INCREASING VOCABULARY MASTERY
Arpan 1), Sri Imelwaty,Ph.D2), Syayid Sandi Sukandi, S.S.,M.A3)
1)English Department, STKIP PGRI Padang , Jalan Gajah Mada Gunung Pangilun arpanrusdi@yahoo.com
2)English Departmen, STKIP PGRI Padang, Jalan Gajah Mada Gunung Pangilun imelwaty05@yahoo.com
3)English Department, STKIP PGRI Padang, Jalan Gajah Mada Gunung Pangilun syayid@gmail.com
ABSTRACT
This research had background there were many perceptions about watching English movies for increasing students‟ vocabulary mastery. The purpose of this research was to found out information about teachers‟ and students‟ perceptions about watching English movies for increasing students‟ vocabulary mastery. This research was basic interpretative research. Population of this research were all of English teachers and students in SMA N 8 Sijunjung 2014/2015 academic year. Meanwhile, samples of this research were three English teachers that taken by using total sampling and eight students that taken by using purposive sampling. In collecting the data, researcher gave questionnaires and interviewed the sample that related to teachers‟ and students‟ perceptions.
Then, before the researcher interviewed the students, researcher shared questionnaires to the students. It was done to know the students who are often watching English movies. The researcher analyzed the questionnaires and interviewed the students. Based on the data from three English teachers and eight students, researcher concluded that teachers and students had perceptions about watching English movies could increase students‟ vocabulary mastery.
Penelitian ini dilatarbelakangi oleh banyaknya persepsi tentang menonton film berbahasa Inggris untuk meningkatkan penguasaan kosa kata siswa.Penelitian ini bertujuan untuk menemukan informasi bagaimana persepsi guru dan siswa tentang menonton film berbahasa Inggris untuk meningkatkan penguasaan kosa kata.Penelitian ini adalah penelitian basic interpretative. Populasi dari penelitian ini adalah semua guru yang mengajar mata pelajaran bahasa Inggris dan semua siswa SMA N 8 Sijunjung tahun akademik 2014/2015 yang belajar bahasa inggris sebagai salah satu mata pelajaran peminatan. Sedangkan yang menjadi sample adalah tiga orang guru yang diambil menggunakan total sampling dan delapan orang siswa yang diambil dengan menggunakan purposive sampling.
Dalam pengumpulan data, peneliti memberikan angket dan melalukan interview yang berkaitan dengan persepsi guru dan siswa. Sebelum melakukan interview dengan siswa, peneliti membagikan angket terlebih dahulu untuk mengetahui siswa yang sering menonton film berbahasa Inggris. Peneliti menganalisa hasil angket dan melakukan interview kepada siswa tersebut. Dari tiga orang guru dan delapan orang siswa, berdasarkan data yang peneliti analisis, peneliti menyimpulkan bahwa guru dan siswa memiliki persepsi yang sama bahwa ternyata menonton film berbahasaInggris dapat meningkatkan penguasaan kosa kata.
Key Words: Perceptions, Watching English Movies, Vocabulary Mastery.
INTRODUCTION
Vocabulary refers to the words we must understand to communicate effectively.Without mastering vocabulary, it is impossible to master English well. The students who get more vocabulary, they can improve their English easily. If they have more vocabularies, they know the meaning of word automatically. As a result, they can more understand what have they learned.
Moreover, Richard (2001)states, vocabulary is one of the most obvious components of language and one of the first things applied linguists turned their attention to. It means that vocabulary is very important in learning language. Without mastering vocabulary, students cannot communicate effectively and express their ideas in both oral and written form and they listen in order to discovering the meaning of what others say. A good ability to use word correctly and effectively can help the students make school
2 work easier and more rewarding, and also many tests that they take in school include vocabulary question.
Furthermore, in mastering vocabulary there are several ways that are used by the students. One of them is by watching English movies. There are many kinds of English movies are broadcasted every day on Indonesian television, such as British and Western movies from afternoon until night, of course on specific time. This condition is very useful for English learners in Indonesia, included the students of Senior High School 8 Sijunjung because they can use that television programs to improve their English knowledge. Watching English movies especially Western movies can be an alternative media of teenager students to improve and enrich their mastery of English vocabulary on their free time. It causes because Western movies use vocabularies that are easy to understand. Indirectly, students will study about vocabulary of English by watching English movies. English movies program are good media for the students of Senior High School 8Sijunjung to enrich their vocabularies. They can get thing that they do not get in their class and text books. This situation will open their eyes that they should learn from many different sources if they want to get success in learning English. They can not learm from one source only. Moreover, they will know that English in daily communication is slightly different from English in the text books
When the researcher was in Senior High School, the researcher prefered watch to English movies than Indonesian movies. Actually English movies have been translated in Indonesian, but the conversation is still spoken in English. It also supported by facial expression and right intonation of the actors and actresses of the programs. Its condition will help the English students in understanding the words or the sentences that are spoken by them by seeing their factual expression and intonation. In this way, the English students can guess the meaning of an unfamiliar word first before they know exactly the appropriate meaning of the word.
Next, the researcher also interviewed one of teachers in SMAN 8 Sijunjung about learning English by watching English movies. The teacher said that she never used English movie in her class because she thought it was difficult to find out the movies that were appropriate with the material.
Meanwhile, the teacher had point of view that watching English movie can improve students‟
vocbulary mastery.
Related to the phenomena above, researcher concludes that there are several perceptions toward watching English movies for increasing students‟
vocabulary mastery. Every people have different perceptions based on their own mind. Therefore, the researcher is interested in doing this research to find empirical data aboutteachers‟ and students‟
perceptions about watching English movies forincreasing vocabulary mastery. This research will be conducted at Senior High School 8 Sijunjung in the in 2014/2015 academic year.
Furthermore, perception had several definitions.Wood (2009, p.31) defines “perception is the active process of selecting organizing, and interpreting people, objects, events, situations, ad activities”. This complex process that will influences understanding, response, and attitude towar the object, whereby in this research teacher‟ and students‟ perception is the main thing that will be determine and the object of the perception is watching English movie for increasing vocabulary mastery. In addition, Plotnik and Kouyoumdjian (2011, p.124) emphasize, “perception is the experience we have after our brain assembles and combines thousands of individual, meaningless sensations into meaningful pattern or image”. Deal with this line, the brain will access the information from several sides and make them to be a real explanation based on knowledge.
From the statement above, it can be simplified that perception is the process of construct the point of view based on five senses (seeing, hearing, smelling, tasting and touching) from teachers‟ and students‟ as response and interpretation about watching English movie for increasing vocabulary mastery.
When talking about perception, it cannot be separated by talking about factors that influence perception. Bustos et al (1999, p.80) say that “culture and society influence our perception, both directly and directly.” In line with this sentence, it can be said that directly because culture and society influence our personal need and motivates. Also, these factors are very close in human life itself.Second, age can influence someone‟s perception. In this part, someone has different perception as she or he grow older. Automatically, their perception can changes as their growth because they have more experience. For example, in certain age she or he has different understanding, belief, and the way of thinking toward something. Last, social location, roles, and cognitive and self also influence someone‟s perception.
3 Moreover, Wood (2010, p.77) adds that
“someone‟s pshychology can influence the perception.” For example, if she or he is buzy and tired, she or he is likely think negatively about somethink. On other hand, if she or he has a good feeling, she or he will think positively about something. Therefore pshychology can influence someone‟s perception.Finally, gender also influences the perception. Scoot et al (2010) emphasize “women and men have different perception is caused by the way of thinking”(p.195). For example. Men often define somethig rationally but women do not. Often, women define something by used their feeling rather than their logic.
Under the circumtances, it can be said that there five factors that can influence someone‟s perception. Such as culture and sociaty, age, social location ( include role, cognitive ability and self), and gender. Therefore every people has different perception toward something because the perception itself can be influenced by some factors.
In this research, the researcher wanted to know the perception about watching English movie for increasing vocabulary mastery. It meant that vocabulary was included in this part. There are several defenitions about vocabulary.Vocabulary is the top of languange that have to be mastered by learners. Thornbury (2002, p.15) states that “without vocabulary nothing can be conveyed”. For example, when a learner wants to say something to others, if she or he does not understand the words that will be said, it can make misunderstanding between them.
Futhermore, Cameron (2001) found,
“vocabulary should be learned, stored and used before the students comprehend English” (p.72). It means that if the learners have good understanding about vocabulary, the learners may have good understanding about English automatically. As a result, it can be concluded that vocabulary has emphasize role in learning language. Vocabulary is a key for the learners in communication and understanding the text exactly. In short, vocabulary have to mastered by the students itself. In mastering vocabulary, watching English movie can be one of ways of it.
Azhar (2011, p.49)define “movie as picture in a frame where frame by frame is projected through the projector lens mechanically so that the pictures in the screen looks alive”. It can simplified that movie will more real and more interest if it is broadcasted by using projector.Moreover, movie is a set of story that act by some people that does not really happen in
reality. As stated by Jesse (2007) states that „movie is a photographic record of an artistic performance, but not an artform in its own right”. Deal with this line, the movie may show the human behavior include their daily life.
Fromthe statement above can be concluded that movie is a form ofentertainment that composed by some elements. Movie is arranges of the several images and sounds that present with the story that shown in television or by using projector.
To know the another advantages of movie, there were several theories about that. Movie is kind of entertainment and can be effective teaching tools.
O‟Bannon and Goldenberg (2008, p.19) emphasize,
“movies give us an opportunity to learn in an enjoyable way outside of traditional classroom environment”. Using movie in learning can make the learners more interest and motivate certainly because movie can give different atmosphere for the learners itself.
Furthermore, English movies are already translated into Indonesian. The learners who watch this English movies will familiar with vocabulary that is used in that movie and make them are easier in understanding the meaning of that word. Trent (2012) states that “this familiarity helps the learners associate foreign vocabulary and pronunciation with concepts already know and understand”(p.88). Deal with this line, vocabulary will be familiar in the learners mindbecause they hear it frequently and use it in daily activity. Watching movieis also a technique to provide material based on our intelligences that areaudio and visual intelligence. Because, watchingmovie is possible to be a way of enriching vocabulary.
RESEARCH METHOD
This was a qualitative research which was designed in basic interpretative study. The researcher used basic interpretative study because it was appropriate with the purpose of the research. The researcher wanted to describe teachers‟ and students‟
perceptions about watching English movie for increasing vocabulary mastery. According to Ary et al (2009) state that “basic interpretative studies provides descriptive accounts targeted to understanding a phenomenon using data that might be colleted in a variety ways”(p.29). It meant that a research is started by collecting, analyzing and interpreting the data to found the answer of question in Chapter I. Basic interpretative studies data are usually collected through observations, interviews
4 and document review. The aims of this research were to describe teachers‟ and students‟ perceptions about watching English movie for increasing vocabulary mastery.
In this research, the researcher used two kinds of sampling techniques.First, the researcher used purposive sampling to chose the students as the participants. The researcher only used the students‟
who ever watching English movies. In determining who were the students that watch this movie or not, the researcher will use the questionaire. Second, the researcher used total sampling to chose the teachers as the sample. There were three of English teachers at SMA N 8 Sijunjung in 2014/2015 academic year.
This research was focused in English teachers‟ and students‟ perception about watching English movies for increasing vocabulary mastery.
Researcher used questionnaires and interviewed to collect the data. This instrument was intended to know who the students that watched English movie were (before the researcher did interviewing with them).The researcher shared the questionnaire to all of the students (179 students).
There were 11 students who did not attend in the school. So the researcher only shared the questionnaire to 168 students. The questionnaire consisted of five items.
Moreover, in collecting the data from interview, The purpose of interview was getting data about what are teachers‟ perceptions about watching English movies for increasing students‟ vocabulary mastery.There were 9 questions for teachers. The researcher interviewed each teacher in different time.
In interview section, researcher recorded activity of interview itself.Then, researcher transcribed participant‟s answer. After collecting the data, the researcher analyzed it.
RESEARCH FINDINGS
As stated in the first chapter, the research questions of this research were what the English teachers‟ and students‟ perceptions about watching English movies for increasing students‟ vocabulary at SMAN 8 Sijunjung are. Therefore, the researcher analyzed the questionnaire and also the result of interview in order to find the answer of this research.
After researcher interviewed with the teachers and the students in SMAN 8 Sijunjung about their perceptions, researcher found first, watching English movies can motivate the students in learning English especially vocabulary. Second, English movies can be an alternative media in learning vocabulary. Last, watching English movies can increasing students‟ vocabulary mastery.
In the first category, watching English movies can motivate the students in learning English especially vocabulary. The teachers said that by watching English movies, the students not only enjoy the movies but also learn English directly. In other side, the students had perception that were quiet similar with the teachers‟. The students believed that watching English movies could motivate them because English movies helped them to recognize the word with correct pronunciation. Both of perceptions above were appropriate with the O‟Bannon and Goldenberg‟s theory (see chapter II).
In second category, English movies can be an alternative media in learning vocabulary. Some of the students aggreed with this category. The teachers said that, commonly English movies were complited by subtitle in Indonesian. It helped the students in understanding what the actors or actrees mean. It could support the students in improving their vocabulary mastery. Also, the students do agree with this category. In opposite, there was a teacher had the different perception about that. The teacher thought that subtitle in the movies could reduce the students‟ critical thinking in understanding the meaning of the word in the movie.
Last category, English movie can increase students‟ vocabulary mastery. Based on the data, all of the teachers and the students believed that watching English movies could increase students‟
vocabulary mastery. Both of them assumed that more often the students watching English movies the more vocabularies that they get. It caused by every movie has different vocabulary.
In the perceptions were found above, some of the perceptions similar with the categories that was explained by the expert in chapter II, there were motivating, media, and increasing vocabulary mastery. In this research, the researcher also found the new teacher‟s perception about watching English movies for increasing students‟ vocabulary mastery.
The teacher said that English movies that complited by subtitle did not help the students in enriching vocabulary. It just made the student were lazy.
All of the perceptions above were found by the researcher based on the teachers‟ and students‟
answers from the questions about the perceptions toward watching English movie for increasing students‟ vocabulary mastery. The focus of this interview were teachers‟ and students‟perception in SMAN 8Sijunjung. In found it, the researcher used semi structure interview for made the teachers‟ and student‟s answers be various.
5 Based on the data that researcher got from the teachers and the students at SMA N 8 Sijunjung, the researcher can made conclusion and description about the teachers‟ and students‟ perception toward watching English movies can increasing students‟
vocabulary mastery. Researcher got the points related to the data that researcher got after researcher analyzed the data. Watching English movies can be one an altenative in learning English. Beside it can entertain, this activity can enlarge the students‟
understanding about vocabulary so their vocabulary mastery can increase automatically
.
CONCLUSION AND SUGGESTION
As explanation in chapter I, the purposes of this research was to describe teacher‟s and student‟s perceptions about watching English movie for increasing student‟s vocabulary mastery. The researcher tried to look the answer of the research questions about teachers‟ and students‟ perceptions about watching English movies for increasing students‟ vocabulary mastery.The researcher has done this research from August 27th, 2015 – September 07th, 2015.
Based on technique of data collection, the researcher concluded that watching English movie can increase students‟ vocabulary mastery. It can be seen by from data analysis that has been interpreted before. Data from interview teachers‟ and students‟
perceptions about watching English movies for increasing students‟ vocabulary mastery showed that watching English movies in free time can increased our vocabulary. So, more often we watching English movies, our vocabulary will be increasing directly.
Seeing to all of explanation and conclusion above, there are some suggestions. Theresearcher hoped that the teachers may use English movies as one of media in teaching English in the classroom.
Based on the explanation before, it has proven that watching English movie helped them in mastering English. For the students, the students should be able to use English movie as an alternative in learning language, especially English beside it can entertain their self. It can make learning was more fun beside learn from the book only. Finally, the researcher hoped this research can give the others researchers chance to continue the research.There was restrictiveness in this research.
ACKNOWLEDGEMENT
To complete his thesis, the researcher has obtained a plentiful guidance, help, advices, and
constructive critics from many people. In this occasion, the researcher would have to extend his special gratitude and very special thanks and appreciation are given from the deepest of his heart to the advisors, Sri Imelwaty, Ph.D and Syayid Sandi Sukandi, S.S, M.Hum who have been kinds and willing to give their times, opinions, and supports in completing this thesis.
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