Post on 19-Jan-2023
IMPROVING STUDENTS’ VOCABULARY THROUGH WATCHING
WESTERN MOVIES
(A CASE STUDY AT ENGLISH DEPARTMENT)
A THESIS
Submitted to the Faculty of Cultural Science Hasanudin University
In partial fulfillment of requirements
To obtain Sarjana degree at English Department
By:
YANUAR KURNIAWAN TANGAHU
F21108301
MAKASSAR
2012
UNIVERSITAS HASANUDDIN
FAKULTAS SASTRA
Sesuai Surat Tugas Dekan Fakultas Sastra Universitas Hasanuddin Nomor:
470/UN.4.11.1/PP.27/2012 tanggal 2 Februari 2012, dengan ini kami menyatakan
menerima dan menyetujui skripsi ini untuk dirumuskan ke Panitia Ujian Skripsi Jurusan
Sastra Inggris Fakultas Sastra Universitas Hasanuddin.
Makassar, 02 Mei 2012
Konsultan I, Konsultan II,
Prof. Dr. Hamzah A. Machmoed, MA Dra. Marleiny Radjuni, M.Ed NIP. 19440927 197803 1001 NIP. 19600409 198703 2001
Disetujui untuk diteruskan
kepada Panitia Ujian Skripsi
Dekan
u.b. Ketua Jurusan Sastra Inggris
Drs. Husain Hasyim, M.Hum NIP. 19611028 198703 1003
SKRIPSI
IMPROVING STUDENTS’ VOCABULARY THROUGH WATCHING WESTERN MOVIES (A CASE STUDY AT ENGLISH DEPARTMENT)
Disusun dan Diajukan Oleh:
YANUAR KURNIAWAN TANGAHU
No. Pokok : F21108301
Telah dipertahankan di depan Panitia Ujian Skripsi
pada tanggal 24 Mei 2012
dan dinyatakan telah memenuhi syarat.
Menyetujui
Komisi Pembimbing
Ketua Sekretaris
Prof. Dr. Hamzah A. Machmoed, MA Dra. Marleiny Radjuni, M.Ed NIP. 19440927 197803 1001 NIP. 19600409 198703 2001
Dekan Fakultas Sastra Ketua Jurusan Sastra Inggris Universitas Hasanuddin
Prof. Drs. H. Burhanuddin Arafah, M.Hum., Ph.D Drs. Husain Hasyim, M.Hum NIP. 19650303 199002 1001 NIP. 19611028 198703 1003
ACKNOWLEDGMENTS
Alhamdulillahi Rabbil ‘alamin. First of all, the writer wants to praise to
Allah SWT. who has give ways, spirit, chances, patience and health to help him to
finish the thesis.
The writer dedicates this writing to his parents Sudarman Tangahu and
Cila Puluala who have devote their affection given everything what they have in
his life. Hopefully, he can help them to realze their dream. And also for his
beloved soulmate, Rahayu Indah Sari, who has been the inspiration, motivation,
spirit, problem solution, and everything for him.
Then, the writer wishes to extend his thanks for:
1. Prof. Dr. Dr. Idrus A. Paturusi as the Rector of Hasanuddin University and
Prof. Drs. H. Burhanuddin Arafah, M.Hum., Ph.D as the Dean of Cultural
Science Faculty.
2. Prof. Dr. Hamzah A. Machmoed, MA. and Dra. Marleiny Radjuni, M.Ed as
the consultant of the writer. The writer would like to thank so much for the
suggestion and guidance in order to finish the thesis.
3. Drs. Abd Madjid Djuraid, M.Hum and Dra. Hj. Hamsinah Yasin, M.Hum as
the examiner. The writer would like to express his deep appreciation for their
corrections, critics, idea, and guidance for completing this thesis.
4. Drs. Husain Hasyim, M.Hum as the Chief of English Department and Drs.
Simon Sitoto, M.A as the Secretary of English Department Faculty of Cultural
Science. The writer would like to thank for the advice and guidance to finish
the study.
5. Wasono Widodo, Sri Mulyani, and Agung Heriyanto as the best support in his
life and also all the prays.
6. Mr. Nahri, Mrs. Uga, and Mr. Agus as the staffs in English Department and
Mr. John as the staff of Cultural Science Faculty and also Mr. Dg. Nai As the
staff of Pasca Sarjana.
7. My Best Buddy, Ancha, Thank you so much for your help, prays, and
motivation and also for the laptop.
8. Special Thanks to all of Grotesque 08, thank you so much for your support,
prays, motivation and all the memories that we have written. Gooo
Grotesque!!!!! To Be or Not To Be.
9. All people in English Department such us Anglophile 06, Independent 07,
Redemption 09, Wish-Key 10, Caterpillar 11 and all people who have not
been mention (sorry for that).
10. All people in Cultural Science Faculty
11. People in Spentibels, especially for all people in 3.1
12. All smada people, Especially for Winamp Comunity
Finally the writer realize that this thesis still need addition, therefore critics
and suggenstions are very welcomed. He hopes that this thesis will give much
benefits for all of the readers.
Makassar, 24 Mei 2012
The writer
ABSTRACT
Yanuar Kurniawan Tangahu. Improving Students’ Vocabulary through Watching
Western Movie (A Case Study of English Department Students) (Supervised by:
Hamzah A. Machmoed and Marleiny Radjuni)
This study aimed to disclose students’ batch 2011 of English Department
Hasanuddin University vocabulary through watching western movie.
There were 24 students batch 2011 of English Department Hasanuddin
University as the samples in this study. The writer applied descriptive qualitative and
quantitative method in this study. The students were given test consist of multiple
choice and then they were given questionnaire. The data were processed and analyzed
according to these steps: taking the data, editing, grouping, scoring, classification,
coding, tabulating, charting, and taking the conclusion based on the statistical result.
The result of this study shows that “the habit of watching western film has
significant effect to improve students’ vocabulary”. It can be seen from the increasing in
every group. The mean score of Group A (who watch only one film) is 41,25. And there is
an increasing in group B (who watch two films) which is 54,37 and followed by Group C
(who watch three films) which is 64,37 also with an increasing.In individual score also
has shown an increasing.Students who get ‘very poor’ are decreased from group A to
group B and also more decrease when we compare with group C. While students who
get ‘good’ and ‘excellent’ classification from group A to group C are increasing.
ABSTRAK
Yanuar Kurniawan Tangahu. Meningkatkan Vocabulary Mahasiswa Melalui Kebiasaan
Menonton Film Barat (studi kasus Mahasiswa di Jurusan Sastra
Inggris)(Dibimbing oleh: Hamzah A. Machmoed and Marleiny Radjuni)
Penelitian ini dilakukan untuk memperlihatkan peningkatkan vocabulary
mahasiswa jurusan Sastra Inggris Universitas Hasanuddin angkatan 2011.
Terdapat 24 mahasiswa jurusan sastra Inggris Universitas Hasanuddin Tahun
angkatan 2011 sebagai sampel dalam penelitian ini. Penulis menggunakan metode
eksperimen kualitatif dan kuantitatif dalam penelitian ini. Mahasiswa diberikan tes yang
terdiri dari soal-soal pilihan ganda dan kemudian mereka diberikan kuisioner.Data yang
diperoleh diproses dan dianalisis berdasarkan tahapan-tahapan berikut: mengambil
data, mengedit data, menilai data, mengklasifikasi, mencoding, mentabulasi,
menggambarkan grafik, dan mengambil kesimpulan berdasarkan analisis statistik..
Hasil analisis menunjukkan bahwa“Kebiasaan menonton film barat memiliki efek
yang signifikan untuk meningkatkan vocabulary mahasiswa”. Hal ini dapat dilihat dari
peningkatan nilai rata-rata dari masing-masing grup. Nilai rata-rata dari grup A
(mahasiswa yang menonton satu film) adalah 41.25 dan terjadi peningkatan di grup B
(mahasiswa yang menonton dua film) yang mendapatkan nilai 54.37 dan diikuti oleh
grup C (mahasiswa yang menonton tiga film) yang mendapatkan nilai 64.37 yang juga
mengalami peningkatan. Selain itu, jumlah mahasiswa yang masuk dalam klasifikasi
“very poor” mengalami penurunan dari grup A ke Grup B dan juga lebih menurun jika
dibandingkan dengan Grup C. Sedangkan mahasiswa yang mendapatkan klasifikasi
‘good’ dan ‘excellent’ mengalami peningkatan dari Grup A hingga ke Grup C.
TABLE OF CONTENT
LEGITIMACY.......................................................................................... i
AGREEMENT .......................................................................................... ii
APPROVAL .............................................................................................. iii
ACKNOWLEDGEMENT ........................................................................ iv
ABSTRACT .............................................................................................. vi
TABLE OF CONTENT ............................................................................ viii
CHAPTER I INTRODUCTION .............................................................. 1
A. Background ..................................................................................... 1 B. Research Questions ......................................................................... 2 C. Objectives of Study ......................................................................... 3 D. Scope of Problem ............................................................................ 3 E. Significance of Study ...................................................................... 3
CHAPTER II LITERATURE REVIEW ................................................. 4
A. Previous Study ................................................................................ 4 B. Theoretical Background .................................................................. 5
1. Film ..................................................................................... 5 2. Vocabulary .......................................................................... 7
a. Types of Vocabulary ................................................ 7 b. The Importance of Vocabulary ................................. 8 c. Degree of Knowledge ............................................... 8 d. Depth of Knowledge ................................................ 9 e. Vocabulary Growth .................................................. 10 f. The effect of vocab. Size on language comprehension 11
C. Theoretical Framework ................................................................... 12
CHAPTER III METHODOLOGY .......................................................... 15
A. Research Design .............................................................................. 15 B. Population and Sample .................................................................... 15 C. Instrument ....................................................................................... 16 D. Method of Collecting Data .............................................................. 16 E. Method of Processing Data .............................................................. 17
CHAPTER IV RESULT OF STUDY ...................................................... 20
A. Analysisof Data ............................................................................... 20 1. Document Test .................................................................... 20
a. Group A ................................................................... 21 b. Group B ................................................................... 22 c. Group C ................................................................... 23
2. Questionnaire....................................................................... 25 a. Question no. 1 .......................................................... 25
1) Group A ....................................................... 26 2) Group B ........................................................ 27 3) Group C ........................................................ 27
b. Question no. 2 .......................................................... 28 1) Group A ....................................................... 29 2) Group B ........................................................ 30 3) Group C ........................................................ 30
c. Question no. 3 .......................................................... 31 1) Group A ....................................................... 32 2) Group B ........................................................ 32 3) Group C ........................................................ 32
d. Question no. 4 .......................................................... 33 1) Group A ....................................................... 34 2) Group B ........................................................ 35 3) Group C ........................................................ 36
e. Question no. 5 .......................................................... 37 1) Group A ....................................................... 38 2) Group B ........................................................ 38 3) Group C ........................................................ 39
f. Question no. 6 .......................................................... 39 1) Group A ....................................................... 40 2) Group B ........................................................ 41 3) Group C ........................................................ 42
g. Question no. 7 .......................................................... 43 1) Group A ....................................................... 44 2) Group B ........................................................ 44 3) Group C ........................................................ 45
CHAPTER V CONCLUSIONS AND SUGGESTIONS .......................... 48
A. Conclusions ..................................................................................... 48 B. Suggestions ..................................................................................... 48
APPENDICES ........................................................................................... 50
REFERENCES ......................................................................................... 59
CHAPTER I
INTRODUCTION
A. Background
Nowadays, English becomes a global language in this world. In order to
speak English well, most people must have a lot of vocabulary. It is very hard
for people to understand what speaker say if the vocabulary we know only
few. A person's vocabulary is the set of words within a language that are
familiar to that person. A vocabulary usually develops with age, and serves as
a useful and fundamental tool for communication and acquiring knowledge.
Acquiring an extensive vocabulary is one of the largest challenges in learning
a second language.Moreover, for English Literature students’ who are
learning English as a second language, course vocabulary is indispensable.
Improving students’vocabulary can be done at any age and any level of
education. Even college students have the benefit from an enlarged
vocabulary, which will enhance spoken and written communication as well as
providing a deeper grasp of any language. Most people are spurred to
improve their vocabularies by a major test, but improving vocabulary can be
done for fun as well.
There are a variety of ways to improve student vocabulary; some of them
are interactive and easy. One of them is by watching film. Almost everyone
in this world love doing it. Through the film, students can learn by seeing and
listening.
Today, movies become a habit for the students. So, unconsciously they
will learn through their own habits. Learning may occur consciously or
without conscious awareness. There is evidence for human behavioral
learning prenatally, in which habituation has been observed as early as 32
weeks into gestation, indicating that the central nervous system is sufficiently
developed and primed for learning and memory to occur very early on in
development
Therefore, the writer chooses watching film to improving students’
vocabulary. Because if the vocabulary has been increased, it will be very
useful to improve students performance in academics as well as their
knowledge in the non-academics. The writer also wants to show that people
who watch more movies has better vocabulary rather than people who watch
less movies. It means that the more people watch movies it will be the more
their vocabulary improved. Besides that, the writer wants to show that this
method can be another way to improve students’ vocabulary.
B. Research Questions
From the explanation above, the writer identified the problem that needed
to be done in research to improve students’ vocabulary as follows:
1. How does watching film influence the improvement of students
vocabulary?
2. To what extent does watching film trigger students’ interest in improving
their vocabulary?
C. Objectives of Study
1. To explain the effect of watching film in improving students’ vocabulary.
2. To explain the level of students’ interest in improving vocabulary
through watching film.
D. Scope of Problem
In this study, the writer only focuses in improving students’ vocabulary
and the level of students’ interest in improving vocabulary through watching
film. It is conducted only for 24 students’ batch 2011 of English Department
Hasanuddin University. The result of this study can only be generalized or
applied to the target population, specifically to the students’ batch 2011 of
English Department Hasanuddin University.
E. Significance of Study
This study aims to produce new method in learning and improving
vocabulary through watching film habit. The writer concerned many people
(especially teenagers) in favor to watch film. Therefore, the writer considers
that this way will improve their vocabulary.
CHAPTER II
LITERATURE REVIEW
A. Previous Studies
Thereare some studies about improving vocabulary on students learning
process. But all of those studies are different in methods, objectives, and
subjects. The first writer is Frila Kartikadewi (2009) with her titled study
“Penggunaan Pictorial Board Game untuk meningkatkan Penguasaan
Kosakata Siswa Kelas VII SMP Negeri 2 Pakel, Tulungagung”. She found
that student ability in vocabulary was still weak, and all of the students still
gained score below the standard (Standard Score = 75). Therefore the writer
tried to use other method in order to improve students’ vocabulary. The writer
used pictorial board game as her instrument. It is a modification of ‘ular
tangga’ game which is in every box there is a picture. She recommended the
teacher to use this method instead of memorize the words.
The second writer was Nurul Aulia (2010), she focused in using pictorial
word puzzles (her thesis titled was “Penggunaan Teka-Teki Bergambar untuk
Meningkatkan Perbendaharaan Kosakata Pada Siswa Kelas Delapan MTs
Surya Buana Malang”). Similar with the study above, this writer found that
students still weak in vocabulary, they just got score below the standard
(Standard Score = 75). According to the writer this method was very useful,
the students were more active and more enjoyin learning english. She
suggested the teacher to use this method in lerning english.
The last writer is Lustia Ritia Putri (2011) with her thesis titled “The Use
Popup Pictures to Improve Vocabulary Mastery of The Second Year Students
of State Elementary School ‘Gempol 3’ at Pasuruan Regency”. In this study
the writer used two instrument which are the popup pictures and clue cards.
The writer asked the sudents to take one of the clue card, and then she will
read all the clue, after that if the students have known the answer, they must
took the picture of that thing based on the clue. This method was very useful
too, because students more enjoyable, besides that there were an increasing of
students’ vocabulary. The writer also suggested to use this method in learning
process.
All of the writers have similar results which are all the three methods can
improve students’ vocabulary. They also suggested the teacher to use those
various methods in learning process. Different with those three researches, in
this study, the writer wants to explain the effect of watching film in
improving students’ vocabulary. In this study, the writer uses movies as the
instrument to explain the improvement of students’ vocabulary.
B. Theoretical Background
1. Film
A film, also called a movie or motion picture, is a series of still or
moving images. It is produced by recording photographic images with
cameras, or by creating images using animation techniques or visual
effects. The process of filmmaking has developed into an art form and
industry.
Films are cultural artifacts created by specific cultures, which reflect
those cultures, and, in turn, affect them. Film is considered to be an
important art form, a source of popular entertainment and a powerful
method for educating – or indoctrinating – citizens. The visual elements of
cinema give motion pictures a universal power of communication. Some
films have become popular worldwide attractions by using dubbing or
subtitles that translate the dialogue into the language of the viewer.
Film is used for education and propaganda. When the purpose is
primarily educational, a film is called an "educational film". Examples are
recordings of lectures and experiments, or more marginally, a film based
on a classic novel. The same film may be considered educational by some,
and propaganda by others, such as some of the films of Michael Moore
(Wikipedia, 2012).
Watching film to improve student vocabulary can be classified as
multimedia learning. Multimedia learning Multimedia learning is where a
person uses both auditory and visual stimuli to learn information (Mayer
2001). This type of learning relies on dual-coding theory (Paivio, 1971).
2. Vocabulary
A person’s vocabulary is the set of words within the languages that are
familiar to that person. Acquiring an extensive vocabulary is the one of the
largest challenge in learning second languages (Wikipedia, 2012).
a. Types of vocabulary (Wikipedia):
According to Wikipedia, there are four types of vocabulary. They
are reading vocabulary, listening vocabulary, writing vocabulary, and
speaking vocabulary. Those four types are different in using and really
help people when they do English. Those four types are explained as
follows:
1) Reading vocabulary
Reading vocabulary is all the words he or she can recognize
when reading. This is generally the largest type of vocabulary
simply because it includes the other three of types vocabulary
(listening, writing, and speaking vocabulary), though in some
cases, notably Chinese characters, as in Chinese and Japanese,
where the pronunciation is not transparent, some words may be
part of the oral vocabulary but not the written.
2) Listening vocabulary
Similar with reading vocabulary, listening vocabulary is all
the words that someone can recognize but in this type is used
when listening to speech. This vocabulary is aided in size by
context and tone of voice.
3) Writing vocabulary
All the words that people can employ in writing were the
definition of writing vocabulary. Contrary to the previous two
vocabulary type, the writing vocabulary is stimulated by its user.
4) Speaking vocabulary
In this type, speaking vocabulary is all the words that
someone can use in speech. Due to the spontaneous nature of the
speaking vocabulary, words are often misused. This misuse –
though slight and unintentional – may be compensated by facial
expressions, tone of voice, or hand gestures.
b. The importance of a vocabulary as follows (Wikipedia) :
1) An extensive vocabulary aids expressions and communication.
2) Vocabulary size has been directly linked to reading
comprehension.
3) Linguistic vocabulary is synonymous with thinking vocabulary.
4) A person may be judged by others based on his or her vocabulary.
c. Degree of knowledge (Wikipedia)
Within the receptive / productive distinction lies a range of abilities
which are often referred to as degree of knowledge. This simply
indicates that a word gradually enters a person's vocabulary over a
period of time as more aspects of word knowledge are learnt.
Roughly, these stages could be described as:
1) Never encountered the word.
2) Heard the word, but cannot define it.
3) Recognize the word due to context or tone of voice.
4) Able to use the word and understand the general and/or intended
meaning, but cannot clearly explain it.
5) Fluent with the word – its use and definition.
d. Depth of knowledge (Wikipedia)
The differing degrees of word knowledge imply a greater depth of
knowledge, but the process is more complex than that. There are many
facts to knowing a word, some of which are not hierarchical so their
acquisition does not necessarily follow a linear progression suggested
by degree of knowledge. Several frameworks of work knowledge have
been proposed to better operationalise this concept. One such
framework includes nine facets:
1) orthography - written form
2) phonology - spoken form
3) reference - meaning
4) semantics - concept and reference
5) register - appropriacy of use
6) collocation - lexical neighbours
7) word associations
8) syntax - grammatical function
9) morphology - word parts
e. Vocabulary growth
During his/her infancy, a child builds a vocabulary by instinct, with
zero effort. Infants imitate words that they hear and then associate
those words with objects and actions. This is the listening vocabulary.
The speaking vocabulary follows, as a child's thoughts become more
reliant on his/her ability to self-express in a gesture-free and babble-
free manner. Once the reading and writing vocabularies are attained –
through questions and education – the anomalies and irregularities of
language can be discovered.
In first grade, an advantaged student (i.e. a literate student) learns
about twice as many words as a disadvantaged student. Generally, this
gap does not tighten. This translates into a wide range of vocabulary
size by age five or six, at which time an English-speaking child will
have learned about 2,500–5,000 words. An average student learns
some 3,000 words per year, or approximately eight words per day.
After leaving school, vocabulary growth reaches a plateau. People
usually then expand their vocabularies by engaging in activities such
as reading, playing word games, and by participating in vocabulary-
related programs. Exposure to traditional print media increases
people's acceptability of words, while exposure to text messaging
contributes to more rigid word acceptability constraints according to
the thesis “What does texting do 2 language: The influences of
exposure to messaging and print media on acceptability constraints”
(2011) by Joan H. Lee
f. The effects of vocabulary size on language comprehension
Francis and Kucera studied English texts totaling one million
words and found that the learning of the most frequent words in an
English text provides a comprehension of most of the words in those
texts:
Vocabulary Size Written Text
Coverage
1000 words 72.0%
2000 79.7
3000 84.0
4000 86.8
5000 88.7
6000 89.9
15,851 97.8
The knowledge of the 2000 most frequent English words provides
a comprehension of 80% of English words. The figures look even
better than this if we want to cover the words we come across in an
informally spoken context. Then the 2000 most common words would
cover 96% of the vocabulary. These numbers should be encouraging
to beginning language learners, especially because the numbers in the
table are for word lemmas and knowing that many word families
would give even higher coverage. However, the number of words
needed may differ substantially between different languages.
C. Theoretical Framework
As far as the writer concerned, to speak English well, people should have a
lot of vocabularies. It would be very difficult to understand the intention of
the speaker if the words that we know only few. According to Stahl and
Fairbanks (1986) conducted a meta-analysis of all vocabulary studies from
1924–1984 and concluded that vocabulary instruction was an important
component for the development of comprehension.
There are so many ways to improve vocabulary through entertaining
methods, such us watching film or listening to music. So in addition to
entertaint the students indirectly can improve the knowledge of English
vocabulary.
The explanation above as experienced by the writer. The writer who
enjoys listening to music indirectly has improved his vocabulary. Though
initially the writer quite difficult to communicate using English language, but
because often hear the western songs, the writer has started to understand if
he did the conversation. But in this research, the writer wants to examine
whether watching films can improve students’ vocabulary. Just like listening
to music, watching film also may indirectly increase the vocabulary. This is
because, if we watch a film then automatically we have heard a lot of foreign
words so it will improve vocabulary that we have even though we do not yet
know what the meaning of the new words.
By watching film, people can add more vocabulary in order to overcome
their limitations in conversation. Especially in this era of globalization need
to be more innovative teaching method that does not make students become
bored. Actually this method is quite easy to implement because most people
love watching films so it is not difficult to apply in daily life.
In this method, students can learn by audio-visual mode. Students will
learn indirectly reading and listening. So they can hear the foreign word and
read the written form of that word. In addition the more we watch a film the
more vocabulary that we have, because of the many films we watch so the
more words we have heard.
The writer found a case in the field where some students who liked to
watch film feel not understood the film story line if they did not use the
Indonesian languages subtitle. This proves that the student lacks a sufficient
vocabulary to understand the story of the film. In fact, the actual English
subtitles used in film only the daily conversations that are not too complicated
to understand.
Many researchers today have agreed that only words and images are used
in mental representation (Phylyshyn, 1973). Supporting evidence comes from
research that shows that memory for some verbal information is enhanced if a
relevant visual is also presented or if the learner can imagine a visual image
to go with the verbal information. Likewise visual information can often be
enhanced when paired with relevant verbal information, whether real-world
or imagined (Anderson and Bower, 1973). This theory has been applied to the
use of multimedia presentations. Therefore, the writer tries to examine
whether watching film will improve students’ vocabulary.
CHAPTER III
METHODOLOGY
A. Research Design
This research was designed to be done through descriptive qualitative and
quantitative. “Descriptive qualitative researches are necessary to do in the class. It
must give description about the method of the research to solve the problem of the
class.” (Suhardjono: 2005). The problem in this class was to investigate the effect
of watching western movie to improve students’ vocabulary. And this research
(case studies at English Department) – Ultimate goal was to improve practice.
This presupposes a cause/effect relationship between students habit of watching
western movies and their vocabulary level; however, this method will only let the
writer hypothesize about variables and describe them. Then the writer also show
correlation among the sample and the problem, it means that the writer also done
quantitative work.
B. Population and Sample
1. Population
The writer chooses students batch 2011 of English Department
Hasanuddin University as his population of the research.
2. Sample
The writer chooses the sample randomly. The samples for this reasearch
are students from batch 2011 of English Department Hasanuddin
University. The writer will take 24 people to be the sample of this
research. The writer chooses those students because student batch 2011 is
the fresh graduated from high school. So they still have the basic
vocabulary from high school. The writer takes those students from
structure class. Those students are chosen by randomly from students who
attended the class.
C. Instrument
The writer uses questionnaire and test to collect the data. First, the writer
gives questionnaire to identify the factors that influent in students’ vocabulary
improvement. And then the writer distributes document test to measure
students’ vocabulary improvement.The test consists of 20 multiple choice
questions. The writer made question based on four films. Those four film
were Titanic, Tomb Raider, Harry Potter, And Ocean’s Eleven. The writer
used those movies, because they were western film and successful movies in
box office.
D. Method of Collecting Data
The writer wants to get clear information from the object and wants to
know the effect of watching film in improving students’ vocabulary. Data
retrieval will be done by giving questionnaire, which ask questions about film
that have correlation with improving vocabulary. The writer also gives test to
the students after they have answered the questionnaire. Then, the results can
be classified by using statistical analysis to test the hypotheses and results of
the research.
E. Method of Processing Data
The writer uses test to collect the data. After collecting the data, they were
process with the following procedures:
1. Collecting data
Giving questionnaire and test to the sample
2. Grouping
In this part, the writer classified the people into groups. Group A was
people who watch only one film from four film that used by the writer.
Group B was people who watch two films and Group C was people who
watch three films. This grouping aims to show how people who whatch
more movies had more score in their test rather than groups that only
watch two or less films.
3. Scoring
In this step, the writer checking the students’ answers and gives the score
for the students’ work based on the correct answer that the students make
by using the following formula:
testeditemsofNumber
swercorrecofNumberSCORE
ant X 100
Questionnaire → Document Test
(Depdikbud, 1989:7)
4. Classification
After that the writer arrange them based on the highest score to the lowest
score. And then the writer label the sample with clasification based on
their score
Score:
- 80 – 100 is classified as excellent
- 70 – 79 is classified as good
- 60 – 69 is classified as fair
- 50 – 59 is classified as poor
- 0 – 49 is classified as very poor
(Syah, 2008)
5. Coding
Each answer sheet is coded by giving code such as A1, A2,B1,B2,…and
so on in order to keep the students privacy.
6. Tabulating
After scoring the students’ works, the data will be classified on the table.
In here, the data sorted based the highest score to the lowest. And the
writer also sum the mean in every group.
7. The writer calculated the mean score from each group to know the
difference between group A, group B, and group C. The formula is as
follows:
� = 1
�å�
X = mean
å� = the sum of the students
n = number of students (Sudjana, 2006)
8. Charting
In this part, the writer made a chart to show that there was an increasing in
every groups. It also proved that people who watch more films had more
vocabularies.
9. Taking the conclusion based on the statistical result.
CHAPTER IV
RESULT OF STUDY
In this chapter the writer analyzes the data about improving students’
vocabulary through watching western movie of English Department Students. The
writer shows the students’ vocabulary improvement after their experience in
watching films.
The data are collected by giving a written test and questionnaire. The test
consists of 20 items of multiple choice about films to measure the students’
vocabulary improvement and the questionnaire consist of 10 items of essay and
multiple choice to identify the factors that influent students’ vocabulary
improvement and to investigate students’ interest in improving vocabulary. The
test are taken from www.roadtogrammar.com and some questions are made by the
writer.
A. Analysis of Data
In this part, the writer will explain the result of study in order to answer
the research question number 1 and 2 of this research (see page 2).
1. Document Test
The writer uses students batch 2011 of English Department as the
sample for this research. The samples for this research are given a
questionnaire at first. They are asked about question about watching
movie and learning process. After that the samples are given document
test about film. In this research the writer uses four films as the question
in document test. They are Titanic, Tomb Raider, Harry Potter and
Ocean’s Eleven. The writer uses those 4 movies because all of those were
western movie and successful in Box Office. The document test uses to
measure the students’ vocabulary. In this research the writer clasify the
samples into 3 groups. First, group who only watch one film from those
four films. Second group is group who watch two films and the last
group is group who watch three films.
a. Group who watch only one film (Group A)
In this group the writer arrange the students who watch only one
film to be in group A. The writer order them based the highest score
to lowest score. We can see the detail of group from table below :
Table 1.1 : The score of Group A
Student Document Test
Score Classification
A1 70 good
A2 55 poor
A3 50 poor
A4 40 very poor
A5 40 very poor
A6 35 very poor
A7 25 very poor
A8 15 very poor
Mean 41,25
From the table above, we can see the highest score is getting by
A1 with 70 and the lowest is A8 with 15. We also can see in this
group there are 5 people who get ‘very poor’ clasification which is
mean on this group there are still have weak vocabulary.
b. Group who watch two films (Group B)
In this group the writer arrenged the students who watch two
film to be in group B. The writer order them based the highest score
to lowest score. We can see the detail of group from table below :
Table 1.2 : The score of Group B
Student Document Test
Score Classification
B1 75 good
B2 70 good
B3 65 fair
B4 60 fair
B5 50 poor
B6 45 very poor
B7 40 very poor
B8 30 very poor
Mean 54,37
From the table above, we can see that student B1 get the highest
score which is 75 and student B8 get the lowest score which is 30. In
this goup there are only three students whose got ‘very poor’ and one
student got ‘poor’ clasification which is mean is in this goup there is
an increasing with people in group A.
c. Group who watch three films (Group C)
In this group the writer arrenge the students who watch three
film to be in group C. The writer order them based the highest score
to lowest score. We can see the detail of group from table below :
Table 1.3 : The Score of Goup C
Student Document Test
Score Classification
C1 90 excellent
C2 75 good
C3 75 good
C4 65 fair
C5 60 fair
C6 60 fair
C7 50 poor
C8 40 very poor
Mean 64,37
From the table above, we can see that student C1 get the highest
score which is 90, and student C8 get the lowest score which is 40.
We can also see that in this group ‘very poor’ and ‘poor’
classification only one person, which is mean there are anincreasing
compared to Group B.
In order to see the effect of watching film in improving
vocabulary of students, we can see the chart below
Chart 1.1: Graphic of Vocabulary Improvement
Based on the chart above, we can see that there is an increasing
in every group. The mean score of Group A (who watch only one
film) is 41,25. And there was an increasing in group B (who watch
two films) which is 54,37 and followed by Group C (who watch
three films) that got 64,37 also with an increasing.
This chart proves that there is a colleration between watching
films habit and improving vocabulary. The more students watch film
the more students improve their vocabulary. In individual score also
have shown an increasing. Based on table 1.1, 1.2, and 1.3, students
who get ‘very poor’ are decreasing from group A to group B and
also more decrease when we compare with group C. In other hand,
41.25
54.37
64.37
0
10
20
30
40
50
60
70
Group A Group B Group C
Me
an
Sco
re
Graphic of Vocabulary Improvement
students who get ‘good’ and ‘excellent’ classification from group A
to group C are increasing.
In this research we can see that watching western film habit is
really helpful for someone who want to improve their vocabulary.
2. Questionnaire
The writer uses questionnaire to support the data from document test.
In this part, the writer explain all the answer from all students that have
been researched. The data will explain one by one based on their groups.
a. Question no. 1
Table 2.1: Answer of question no. 1
Student
Question
From those four hobbies which one is the most you like?
a. Watching movies
b. Reading books
c. Listening to music
d. Writing
Group A
A1 ×
A2 ×
A3 ×
A4 ×
A5 × × × ×
A6 ×
A7 ×
A8 ×
Group B
B1 ×
B2
×
B3 ×
B4 ×
B5 ×
B6 ×
B7 ×
B8 ×
Group C
C1 ×
C2
×
C3 ×
C4 ×
C5 ×
C6 ×
C7
×
C8 ×
1) Group who watch only one movie (Group A)
In this group the writer has identified eight students. All of
students’ answer in this group will be explain one by one.
Based on the table above we can see that student A1 choose
watching movies as her favorite hobby, same like A1, A2 also
choose watching movies as her favorite hobby. While student A3
choose listening to music, so does with student A4. Different with
others, student A5 choose all the options, which are watching
movies, reading books, listening to music, and writing. It seems
students A5 loves to do all those activities. Students A6 choose
listening to music for his favorite hobby. Meanwhile, student A7
and A8 choose watching movies.
From that table we can conclude that in this group there are
four students answer watching movies as their favorite hobby,
three students answer listening to music, and one student answer
all those hobbies.
Based on table 1.1 student A1 is the best in this group and
she gets the highest score. While student A8 was the least in this
group with the lowest score.
2) Group who watch two movies (Group B)
Similar with group A, in this group there are also eight
students that have been identified by the writer.
According to table 2.1, we can see that student B1 prefers
listening to music as his favorite hobby, so does with student B2.
While student B3 more like to watch movie. And four of them,
which are B4, B5, B6, B7 more prefer reading books as their
favorite. And the last student, which is B8 chooses listening to
music.
In this group we can conclude that there is only one person
who likes watching movies, four people who like reading books
and three people who like listening to music.
In this goup B1 has the greatest score and B8 has the worst
score.
3) Group who watch three movies (Group C)
In this group there are eight students that have been
identified, those students answer will be explain one by one.
Student C1 and C2 have the same answer which is listening
to music as their favorite hobby. While student C3 more likes to
read books. Different with them, C4, C5, C6 prefer watching
movies as their favorite. Same like C1 and C2, student C7
chooses listening to music also as his favorite hobby. And the last
student (which is C8) prefers watching movies.
In this group we can conclude that there are four students
who like to watch movie, one student more like reading books,
and three students prefer listening to music.
C1 is the greatest student in this group with highest score and
C8 is the least with lowest score.
Basically, from those three groups we can see on the table
above, most of them really like to watch movies and listen to
music (at least 10 of them choose this activity as their hobby), and
followed by reading books which is choosen by five students.
b. Question no. 2
Table 2.2: Answer of question no. 2
Student
Question
How often do you do that?
a. Every day
b. Three times a week
c. Three times every month
d. Once every month
Group A
A1 ×
A2 ×
A3 ×
A4 ×
A5 ×
A6 ×
A7 ×
A8 ×
Group B
B1 ×
B2 ×
B3 ×
B4 ×
B5 ×
B6 ×
B7 ×
B8 ×
Group C
C1 ×
C2 ×
C3 ×
C4 ×
C5 ×
C6 ×
C7 ×
C8 ×
1) Group who watch only one movie (Group A)
In this group, student A1, A5, A7 have similar answer. Those
three students choose ‘once every month’. While the rest of
students, which are A2, A3, A4, A6, and A8 choose ‘every day’.
From the table 2.2 above, we can conclude that there are five
students who answer ‘every day’ in this group and only three
students who answer ‘once every month’. While none of student
who answer ‘three times every week’ and ‘three times every
month’.
2) Group who watch two movies (Group B)
According to table 2.2, every students in this group choose
‘every day’ as their answer and only one student who answer
‘three times a week’. Student who answer ‘three times a week’ is
A5 and the rest (A1, A2, A3, A4, A6, A7, A8) answer ‘every
day’.
In this group we can conclude that there are seven student
who have choose similar answer which is ‘every day’ and only
one students is choose different answer which is ‘three times a
week’. While none of the students answer ‘three times every
month’ and ‘once every month’.
3) Group who watch three movies (Group C)
Based on table above, students C1, C2, C3, C4, C6, C7 have
similar answer. Those students choose ‘every day’ as their
answer. In other hand, only C5 and C8 choose ‘three times a
week’ as their answer.
In this group, we can conclude that six students answer
‘every day’ and only two students who answer ‘three times a
week’. Meanwhile, none of them who answer ‘three times every
month’ and ‘once every month’.
From all groups, we can see that most people choose ‘every
day’ (at least eighteen of students have choose this answer).
While ‘three times a week’ and ‘once every month’ is choosen
only by three students. In other hand none of student take ‘three
times every month’ as their answer.
c. Question no. 3
Tabel 2.3: Answer Question no. 3
Student
Question
Do you like watching movies?
a. Yes b. No
Group A
A1 ×
A2 ×
A3 ×
A4
A5 ×
A6 ×
A7 ×
A8 ×
Group B
B1 ×
B2 ×
B3 ×
B4 ×
B5 ×
B6 ×
B7 ×
B8 ×
Group C
C1 ×
C2 ×
C3 ×
C4 ×
C5 ×
C6 ×
C7 ×
C8 ×
1) Group who watch only one movie (Group A)
In this group almost all of the students, which are A1, A2,
A3, A5, A6, A7, A8 choose ‘yes’ as their answer. While student
A4 not choose any of the options.
From the table we can conclude, most student agree that they
like to watch movies. It is because seven of those student choose
‘yes’ and none of them who do not like to watch movies.
2) Group who watch two movies (Group B)
In this group, all of the students choose same answer, which
is ‘yes’.
We can conclude that in this group, all of the students love to
watch movies, therefore they are choose ‘yes’ as their answer.
While in this group, none of the students choose ‘no’.
3) Group who watch three movies (Group C)
Similar with group B, in this group all of the students choose
‘yes’ for their answer. It means all those student love to watch
movies. In other hand, none of the students choose ‘no’.
Based on the table and the presentation above, we can see all
of the students love to watch movies. At least twenty three of
them choose ‘yes’ as their answer. And nobody choose ‘no’ for
their answer.
d. Question no. 4
Tabel 2.4: Answer of question no. 4
Student
Question
What is your favorite genre movies?
a. Action
b. Thriller
c. Horr
or
d. Comedy
e. Romance
f. War
g. Fantasy
h. Crime
i. Drama
j. Spor
t
Group A
A1 × × ×
A2 ×
×
A3 × × × ×
A4
×
A5 × ×
A6 × × ×
A7 × × ×
A8 ×
Group B
B1 ×
B2
×
× × ×
B3
×
B4 × × ×
B5 × ×
B6
×
B7
× × × ×
B8 ×
Group C
C1 × × × ×
C2 × × ×
× ×
C3 ×
× × × ×
C4
×
C5 × × × ×
C6 ×
×
C7 ×
×
× ×
C8 × × ×
1) Group who watch only one movie (Group A)
Based on the table 2.4 above, we can see that student A1
chooses ‘horror’, ‘comedy’, and ‘romance’ as her favorite genre
movies. While student A2 only chooses ‘horror’ and ‘drama’.
Student A3 prefers ‘horror’, ‘comedy’, ‘war’, and ‘drama’ as her
favorite. Different with others, student A4 only chooses one
option, which is ‘romance’. Meanwhile, student A5 chooses
‘horror’ and ‘comedy’. For student A6, ‘action’, ‘comedy’, and
‘drama’ are her favorite genre. In other hand, student A7 more
likes ‘action’, ‘comedy’, and ‘romance’. And the last student,
which is A8, only likes ‘Action’ for her favorite genre movies.
According to the table above, option ‘action’ is choosen by
three students. While none of students choose ‘thriller’ as their
favorite genre. For option ‘horror’ there are four students choose
this option. In other hand, ‘comedy’ is the most favorite because
this option is choosen by five students. Meanwhile, three students
choose ‘romance’ for their favorite genre. Different with other
options, ‘war’ only choosed by one person. While ‘fantasy’ and
‘crime’ are not choose by any of students. In this group, ‘drama’
is chosen by three students. And same with ‘fantasy’, ‘crime’, and
‘thriller’, in this group ‘sport’ also does not choose by any
students.
2) Group who watch two movies (Group B)
Based on the table above, student B1 only chooses ‘comedy’.
In other hand, student B2 chooses ‘horror’, ‘fantasy’, ‘drama’,
and ‘romance’ as her favorite genre. Student B3 only chooses
‘war’ for his answer. Different with others, student B4 chooses
‘action’, ‘thriller’, and ‘comedy’ for his favorite. While student
B5 chooses ‘thriller’ and ‘romance’. And ‘fantasy' is chosen by
student B6. Meanwhile student B7 chooses ‘horror’, ‘comedy’,
‘romance’, and ‘drama’ for his answer. And the last student
(which is B8) only chooses drama for his favorite genre.
We can see on the table above, almost all the genre is chosen.
For ‘action’ only one student choose this genre. In ‘thriller’, there
are two students prefer this genre. Similar with ‘thriller’, ‘horror’
also only choose by two students. And for ‘comedy’, there are
three people who choose this genre. Also with ‘romance’, there
are three students vote for this option. Meanwhile only one
student like ‘war’ in this group. And for ‘fantasy’, there are two
students who like it. Different with others option, for ‘war’, none
of students choose this genre. While there are three students who
loves ‘drama’. Same like ‘war’, nobody choose ‘sport’ for their
favorite genre.
3) Group who watch three movies (Group C)
In this group, C1 chooses ‘action’, ‘romance’, ‘fantasy’, and
‘drama’ as her favorite genre movies. While student C2 chooses
five options, which are ‘action’, ‘thriller’, ‘horror’, ‘fantasy’, and
‘crime’. Same like C2, C3 also chooses five option as her favorite
genre, those are ‘action’, ‘comedy’, ‘romance’, ‘fantasy’, and
‘drama’. In other hand, C4 only chooses one option which is
‘fantasy’. Meanwhile, for student C5 ‘action’, ‘horror’, ‘comedy’,
and ‘drama’ are her favorite genre movies. And for student C6,
she prefers ‘action’ and ‘sport’ as her favorite. While student C7
more likes ‘action’, ‘horror’, ‘romance’, and ‘crime’. And for the
last student (which is C8) only ‘horror’, ‘comedy’, and ‘drama’
that he prefers from all the options.
In this group ‘action’ is the most option that students like, at
least six students prefer for this option. In other hand, only one
student choose ‘thriller’. While four students like ‘horror’ as their
favorite genre. And for ‘comedy’ ad ‘romance’, at least three
students prefer those two genre. Unfortunately, none of the
students ‘war’ as their favorite genre. Meanwhile there are four
students choose ‘fantasy’ for their favorite genre. For option
‘crime’ and ‘sport’ at least two students love this genre. And for
‘drama’, three students in this group like this genre movies.
e. Qusetion no. 5
Table 2.5: Answer of question no. 5
Student Question
Choose movie that you have been watching (based on movie that used in research)
a. Titanic
b. Harry Potter Series
c. Tomb Raider Series
d. Ocean's Eleven Series
Group A
A1 ×
A2 ×
A3 ×
A4 ×
A5 ×
A6 ×
A7 ×
A8 ×
Group B
B1 × ×
B2 × ×
B3 × ×
B4 × ×
B5 × ×
B6 × ×
B7 × ×
B8 × ×
Group C
C1 × × ×
C2 × × ×
C3 × × ×
C4 × × ×
C5 × × ×
C6 × × ×
C7 × × ×
C8 × × ×
1) Group who watch only one movie (Group A)
Based on table above, we can see that student A1 and student
A2 loves ‘titanic’. While student A3 more prefers ‘harry potter
series’. Similar with student A1 and A2, four students else which
are A4, A5, A6, and A7 choose ‘titanic’ also. And student A8
more likes ‘harry potter series’
In ths group, at least six students choose ‘titanic’ for their
answer. Meanwhile for ‘harry potter series’ only two students like
it. Unfortunately for ‘tomb raider series’ and ‘ocean’s eleven
series’, nobody choose both of those two movies.
2) Group who watch two movies (Group B)
According to table 2.5, student B2 loves ‘titanic’ and
‘ocean’s eleven series’. While the rest of the students, which are
student B2, B3, B4, B5, B6, B7, B8 more prefer ‘titanic’ and
‘harry potter series’.
In this group, all of students choose ‘titanic’ for their answer.
And for ‘harry potter series’, it is about seven students choose it.
Same like Group A, none of students in this group choose ‘tomb
raider series’ for their answer. Meanwhile, for ‘ocean’s eleven
series’ at least one student choose it.
3) Group who watch three movies (Group C)
Based on the table above, student C1 more prefers ‘titanic’,
‘harry potter series’, and ‘ocean’s eleven series’. While the rest of
students which are student C2, C3, C4, C5, C6, C7, C8 choose ‘
titanic’, ‘harry potter series’, and ‘tomb raider series’ as their
answer.
In this group, all of the student also choose ‘titanic’ for their
answer. Meanwhile there are seven student choose ‘harry potter
series’ and ‘tomb raider series’. In other hand, only one student
choose ‘ocean’s eleven series’ in this group.
f. Question no. 6
Tabel 2.6: Answer of question no. 6
Student
Question
Choose movie that you have been watching (outside of movies that used in research)
a. Avatar
b. Twilight
series
c. Transformers
series
d. Spiderman
series
e. Lord of the ring series
f. The dark
knight
Group A
A1 × × ×
A2 × ×
A3 × × × × ×
A4 ×
A5
A6 × × ×
A7 × × ×
A8
Group B
B1 × ×
B2 × × × × ×
B3 × × × ×
B4 × × × × × ×
B5
×
B6 × × × ×
B7 × × ×
B8 ×
Group C
C1 × × ×
C2 × × × × ×
C3 × ×
C4 × × × × ×
C5 × × × × × ×
C6 × × × ×
C7 × × × × × ×
C8 × × × × × ×
1) Group who watch only one movie (Group A)
According to the table above, student A1 love ‘avatar’,
‘twilight series’ and ‘lord of the ring series’ as her answer. While
student A2 only prefers ‘twilight’ and ‘spiderman series’. For
students A3, there are five option that she chooses, which are
‘avatar’, ‘twilight series’, ‘transformers series’, ‘spiderman
series’, and ‘the dark knight’. Meanwhile for student A4 only
‘twilight series’ that she chooses. In other hand, student A5 does
not choose any of those options. And for A6, ‘avatar’,
‘tansformers series’, and ‘spiderman’ are three movies that she
have been watched. ‘twilight’, ‘transformers’, and ‘the dark
knight’ are the movies that A7 has watched. Similar with A5,
there is none of the option that A8 chooe for her answer.
In this group, three students choose ‘avatar’. While for
‘twilight series’ there are five students choose it. And for
‘transformer series’ and ‘spiderman series’ at least three students
choose each those two movies. In other hand, only one student
choose ‘lord of the ring series’ and there are two students who
choose ‘the dark knight’ in this group.
2) Group who watch two movies (Group B)
Based on table above, student B1 choose ‘transformers
series’ and ‘spiderman series’ as his answer. Meanwhile for
student B2 ther are five movies that she choose, which are
‘twilight series’, ‘transformers series’, ‘spiderman series’, ‘lord of
the ring series’, and ‘the dark knight’. For student B3, he prefers
only ‘twilight series’, ‘transformers series’, ‘spiderman series’,
and ‘lord of the ring series’. Different with other students, for B4
all of the movies have been watched by him. In other hand, there
is only one movie that student B5 has watched, which is
‘spiderman series’. And for B6, she chooses ‘twilight series’,
‘avatar’, ‘spiderman series’, and ‘lord of the ring series’ as her
answer. While for student B7, she prefers ‘avatar’, ‘twilight
series’, and ‘spiderman series’. And for the last student, he more
prefers only ‘spiderman series’.
In this group, only three students choose ‘avatar’ as their
answer. While for ‘twilight series’ there are five students choose
it. And for ‘transformers series’ there are four student choose this
movie. Different with others, all of students choose ‘spiderman
series’. And only four students who answer ‘lord of the ring
series’. In other hand, there are only two students choose ‘the
dark knight’ as their answer.
3) Group who watch three movies (Group C)
According to the table above, C1 chooses ‘avatar’,
‘transformers series’, and ‘spiderman series’ as her answer. While
for student C2, there are five movies that he ever watched, those
movies are ‘avatar’, ‘twilight series’, ‘transformer series’,
‘spiderman series’, and ‘lord of the ring series’. Meanwhile,
student C3 only choose ‘twilight series’ and ‘lord of the ring
series’. Similar with C2, C4 also choose those five movies.
Different with other students, for C5, all of the movies have been
watched by her. And for C6, ‘avatar’, ‘twilight series’,
‘transformers series’, and ‘spiderman series’ as her answer.
Meanwhle for student B7 and B8, all the movies have been
watched by them.
In this group, there are seven students that have been watched
‘avatar’, ‘twilight series’, ‘transformers series’, and ‘spiderman
series’. Meanwhile, it is about six students that have been
watched ‘lord of the ring series’. And in other hand, there are only
three students choose ‘the dark knight’.
g. Question no. 7
Table 2.7: Answer of question no 7
Student
Question
What is your technique to increase your vocabulary besides learning in classroom?
a. Reading books
b. Listening to western
music
c. Writing with English
d. Watching western movies
Group A
A1 ×
A2 ×
A3 ×
A4 ×
A5 × ×
A6 ×
A7 ×
A8 ×
Group B
B1 ×
B2 × × × ×
B3 × ×
B4 ×
B5 ×
B6 ×
B7 ×
B8 ×
Group C
C1 ×
C2 ×
C3 ×
C4 × ×
C5 ×
C6 × ×
C7 ×
C8 × ×
1) Group who watch only one movie (Group A)
According to the table above, student A1 more prefers
‘watching western movies’ to improve her vocabulary. While for
student A2 ‘writing in English’ is more effective for her. For
student A3 and A4, ‘listening to western music’ is the best way
for them. Different with others, student A5 more likes ‘reading
books’ and ‘writing in English’ to improve her vocabulary.
Meanwhile for student A6, she more prefers ‘listening to western
music’. And for student C7 to improve her vocabulary, she
chooses ‘reading books’. And for the last student in this group,
A8 more loves ‘listening to western music’ to improve her
vocabulary.
In this group there are only two students who choose ‘reading
books’ and ‘writing in english. Meanwhile, there are four students
choose ‘listening to western music’. In other hand, only one
student who choose ‘watching western movies’.
2) Group who watch two movies (Group B)
Based on the table above, student B1 only prefers ‘watching
western movies’ to improve his vocabulary. While student B2
more like all methods, therefore she chooses all the options. And
for student B3 ‘listening western music’ and ‘watching western
movies’ is more effective. In other hand, B4 thinks that ‘reading
books’ is the best way for him. Different with B5, he thinks his
vocabulary more increase through ‘listening to western music’.
For B6, she agrees with B4 which means she more prefers
through ‘reading books’. In other hand, B7 thinks the best way is
through ’watching western movies’. While for the last student,
‘listening western music’ is more effective for him.
In this group, there are three students who choose ‘reading
books’. While it is about four students who answer ‘listening to
western movies’ and ‘watching western movies’. In other hand,
there is only one student who answer ‘writing in English’.
3) Group who watch three movies (Group C)
According to the table above, student C1 and C2 more prefer
to improve their vocabulary through ‘listening to western music’.
While student C3 more likes through ‘watching western movies’.
And for C4 ‘listening to western music’ and ‘watching wetern
movies is the best way. For C5, ‘watching western movies’ more
effective to increase her vocabulary. Meanwhile, ‘reading books’
and ‘watching western movies’ are the technique that student C6
uses to improve her vocabulary. In other hand, student C7 only
prefers ‘watching western movies’. And for the last student,
‘listening to western music’ and ‘watching western movies’ are
the best way for him to increase his vocabulary.
In this group, there is only one student who choose ‘reading
books’. While for student who answer ‘listening to music’, there
are four student who choose that. In other hand no one choose
‘writing in English’ in this group. Meanwhile, ‘watching western
movies’ is the most chosen answer in this group, at least six
student choose this technique.
Besides all those above questionnaires for individual, there
are also questionnaires for all groups. This questionnaires use to
know the percentage of students opinion about vocabulary
improvement and learning process. The questionnaire as follows:
Table 2.25 Questionnaire for All Groups
No. Indicator Classification Total
Respondent Percentage (%)
1 Do you agree if watching
western film habit can improve students' vocabulary?
a. Strongly Agree 10 41,7
b. Agree 12 50
c. Enough 2 8,3
d. Disagree 0 0
e. Strongly Disagree 0 0
24 100
2
Do you agree that fun learning process can provide
greater knowledge of students including students'
vocabulary?
a. Strongly Agree 12 50
b. Agree 10 41,7
c. Enough 2 8,3
d. Disagree 0 0
e. Strongly Disagree 0 0
24 100
3
According to you, what percentage of teaching and learning in the classroom affect your knowledge?
a. 100% 0 0
b. >75% 2 8,3
c. <75 % 11 45,8
d. <50% 10 41,7
e. <25% 1 4,2
24 100
The table above can be presented as follows:
1. The Students’ answers on the first question show that 41.7% students answer
strongly agree, 50% answer agree, and 8.3% answer enough.
2. The Students’ answers on the second question show that 50%
students’answers strongly agree, 41.7% students answers agree, and 8.3%
students answer enough.
3. The answers of students on third question show that from 8.3% students think
that teaching learning affect >75% knowledge , 45.8% students answer 8
(53.34%)students think that teaching learning affect <75% knowledge, 41.7%
students think that teaching learning affect <50% knowledge, and 4.2%
students think that teaching learning affect <50% knowledge.
Based on the presentation above, it can be concluded that most students agree
thatwatching western movie can improve their vocabulary and agree that fun
learning process also improve greater knowledge especially their vocabulary.
However, none of them answer that students get 100% knowledge in classroom. It
means they believe that they must learn in another ways to improve their
knowledge including vocabulary.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
In this chapter, the writer concludes the result of the analysis and gives some
suggestions that can be useful for the further thesis.
a. Conclusions
1. Based on the research, students who are watching three movies
have better scores than those who are watching only one movie and
two movies. It means, the students’ habit in watching western
movies have significant effects to improve their vocabulary.
Beause the more we watch movies it will be the more we have
heard the new words, and the more we hear the new words it will
be the more we have improved our vocabulary.
2. The are many factors that trigger students’ interest in improving
vocabulary. First, improving English through watching movies is a
fun new method in learning which is made student do not feel
bored and also students need another way in learning process
especially in outside classroom. Besides that, watching movies is
one of favorite hobby in this world (especially in teenagers) which
means most people love doing it. So, it is not hard to apply it in our
daily life.
b. Suggestions
1. The writer suggests the students to improve their vocabulary
through developing the habit they have in watching western film.
2. The writer suggests the teacher to use this method in learning
process or can be used as assignment for students.
3. The result of this research may be used as a reference for the next
research to expose the importance of improving vocabulary
through habit in watching western film.
APPENDICES
A. Document Test
This following text below is used to answer number 1 – 5
Titanic is a 1997 American epic romance and disaster film directed, written,
co-produced, and co-edited by James Cameron. A fictionalized account of the
sinking of the RMS Titanic, it stars Leonardo DiCaprio as Jack Dawson, Kate
Winslet as Rose DeWitt Bukater, Gloria Stuart as Old Rose, and Billy Zane as
Rose's fiancé, Cal Hockley. Jack and Rose are members of different social
classes who fall in love aboard the ship during its ill-fated maiden voyage.
Cameron's inspiration for the film was predicated on his fascination
with shipwrecks; he wanted to convey the emotional message of the tragedy, and
felt that a love story interspersed with the human loss would be essential to
achieving this.
Upon its release on December 19, 1997, the film achieved critical and
commercial success from critics. It equaled records with fourteenAcademy
Award nominations and eleven wins, receiving the prizes for Best
Picture and Best Director. With a worldwide gross of over $1.8 billion, it was the
first film to reach the billion dollar mark, remaining the top-grossing film of all
time for twelve years, until Cameron's next directorial effort, Avatar, surpassed it
in 2010.
1. What is the meaning of ‘epic’?
a. Unusual c. Great
b. Extraordinary d. Worst
2. Maiden voyage means....
a. Virginity c. an adventure girl
b. First time sailing d. Little girl
3. Shipwrecks means...
a. Defect on the ship c. A luxury ship
b. An accident ship d. A unique ship
4. What is the meaning of ‘critics’?
a. People who write reviews c. People who like things
b. People who dislike things d. People who hate things
5. Top grossing means...
a. Most disgusting c. Worst selling
b. Most exiting d. Best selling
This following text below is used to answer number 6 – 10
Lara Croft: Tomb Raider (2001) (or simply Tomb Raider) is an
adventurethriller film adapted from the Tomb Raider video game series. Directed
by Simon West and starring Angelina Jolie with her role as Lara Croft, it was
released in U.S. theaters on June 15, 2001. The film was a commercial success.
The film held the title of highest grossing video game to film adaptation
worldwide, until on June 16, 2010, the record was taken by Prince of Persia: The
Sands of Time, which grossed $335 million worldwide as of October 10, 2010.
Reviews were largely negative, with critics criticizing the sloppy direction and
video-game-esque action-sequences, but praising Jolie's performance. A sequel,
Lara Croft Tomb Raider: The Cradle of Life, was released in 2003.
6. Tomb means...
a. Fort c. Field
b. Graveyard d. Palace
7. What is the meaning of ‘role’?
a. Character c. Setting
b. Message d. Plot
8. What is the meaning of ‘cradle’?
a. Born place c. Dungeon
b. Grave d. Prison
9. Sequel means...
a. Action movie
b. Thriller movie
c. Movies that follows a previous movies with the storyline before the
previous movies
d. Movies that follows a previous movies
10. Raider means...
a. Priest
b. People whom ride a motorcycle
c. Pirate
d. People whom ride a horse
This following text below is used to answer number 11 – 15
Harry Potter and the Philosopher's Stone, is a 2001 fantasy film directed by
Chris Columbus and based on the novel of the same name by J. K. Rowling. The
film is the first instalment in the Harry Potter film series, written by Steve Kloves
and produced by David Heyman. The story follows Harry Potter's first year at
Hogwarts as he discovers that he is a famous wizard and begins his magical
education. The film stars Daniel Radcliffe as Harry Potter, with Rupert Grint and
Emma Watson as Harry's best friends Ron Weasley and Hermione Granger. It is
followed by seven sequels with the first being Harry Potter and the Chamber of
Secrets.
Harry Potter and the Chamber of Secrets is a 2002 fantasy film directed by
Chris Columbus. It is the second instalment in the Harry Potter film series. The
story follows Harry Potter's second year at Hogwarts as the Heir of Salazar
Slytherin opens the Chamber of Secrets, unleashing a deadly monster that petrifies
the school's pupils.
The Harry Potter film series is a British-American film series based on the
Harry Potternovels by the British author J. K. Rowling. The series is distributed
by Warner Bros. and consists of eight fantasy films[1] beginning with Harry Potter
and the Philosopher's Stone (2001) and culminating with Harry Potter and the
Deathly Hallows – Part 2 (2011).
11. Philosophers means...
a. An expert in philosophy c. A witch
b. An archaeologist d. A paleontologist
12. What is the meaning of ‘wizard’?
a. An expert in piracy c. An expert in war
b. An expert in witchcraft d. An expert in music
13. What is the meaning of ‘chamber’?
a. Tomb c. A room
b. Dungeon d. Palace
14. What is the meaning of ‘pupil’?
a. Teacher c. Coach
b. Master d. Student
15. Hallow means...
a. Curse c. Bright
b. Dark d. Holy
This following text below is used to answer number 16 – 20
Ocean twelve is the star-studded sequel to Ocean’s eleven. Once again the
plot follows the adventures of Danny Ocean nd his team of con men (and
women).
Although ocean’s twelve is setto be a hollywood blockbuster just like eleven,
it falls shorts in term of excitement and trills. Stiil, if you want to watch a gang of
guys attempting to steal US$ 200 Million dollars from a casino with a plenty of
gags along the way, then this could be the movie for you. The cast feature George
Clooney, Matt Damon, Julia Roberts and Heart-throb Brad Pitt
16. Star-studded means...
a. Full of famous actors c. Full of expensive cars
b. Full of unfamous actors d. Full of beautiful scenes
17. What is the meaning of ‘gags’?
a. Romantic moments c. Funny moments
b. Scary moments d. Action moments
18. What is the meaning of ‘cast’?
a. Director c. Producer
b. Group of actors/actress d. Script
19. Heart-throb means...
a. Handsome actor c. Expensive actor
b. Famous actor d. Unfamous actor
20. Blockbuster means...
a. Classic movies c. Succesful movies
b. Big failure movies d. Unfamous movies
Answer Sheet:
1. C
2. B
3. B
4. A
5. D
6. B
7. A
8. A
9. D
10. C
11. A
12. B
13. C
14. D
15. D
16. A
17. C
18. B
19. A
20. C
B. Questionnaire
1. From those four hobbies which one is the most you like?
a. Watching film
b. Reading books
c. Listening to Music
d. Writing
2. How often do you do that?
a. Every Day
b. Three times every Week
c. Three times every month
d. Once every month
3. Do you like watching film?
a. Yes, .....
b. No, .....
4. What is your favourite genre films?
a. Action f. War
b. Thriller g. Fantasi
c. Horror h. Crime
d. Comedy i. Drama
e. Romance j. Sport
5. Choose film that you had been watching:
a. Titanic f. Twilight series
b. Harry Potter series g. Transgformers series
c. Tomb Raider series h. Spiderman series
d. Ocean Eleven series i. Lord of the ring series
e. Avatar j. The dark knight
6. What is your technique to increase your vocabulary beside learning in
classroom?
a. Readiing books
b. Listening western music
c. Writing in English
d. Watching western films
7. Do you agree if watching western film habit can improve students'
vocabulary?
a. Strongly Agree
b. Agree
c. Enough
d. Disagree
e. Strongly Disagree
8. Do you agree that fun learning process can provide greater knowledge of
students including students' vocabulary?
a. Strongly Agree
b. Agree
c. Enough
d. Disagree
e. Strongly Disagree
9. According to you, what percentage of teaching and learning in the
classroom affect your knowledge?
a. 100% d. <50%
b. >75% e. <25%
c. <75%
10. What is your suggestion to improve learning process in the class?
Answer: