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    The Effects of Using Movies in Improving Vocabulary and Motivation To Learn Among Students Across Different Age Groups Nadhifan Dzulfahmi, Alfu Nikmah

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    The Effects of Using Movies in Improving Vocabulary and Motivation To Learn Among Students Across Different Age Groups Nadhifan Dzulfahmi, Alfu Nikmah

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    The Effects of Using Movies in Improving Vocabulary and Motivation To Learn Among Students Across Different Age Groups Nadhifan Dzulfahmi, Alfu Nikmah

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    Dian Pawitri

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    The Effects of Using Movies in Improving Vocabulary and Motivation to

    Learn among Students across Different Age Groups

    Nadhifan Dzulfahmi, Alfu Nikmah


    Institut Agama Islam Negeri Kudus

    This study aims to understand the effect of using movies in improving


    vocabulary and motivation to learn among students across different age groups
    in Pasucen Village, Trangkil, Pati. The research focuses on the relationship
    between the increase in vocabulary skill alongside motivation and the age group
    of the participants. Descriptive qualitative design is used as the method of the
    research. Data is collected through test, questionnaire and interview. The test is
    used to measure the vocabulary skill of the student before and after watching
    movies, while the questionnaire is used to know the students’ view about this
    method. The result shows that this method can increase the vocabulary of all
    students, but does not increase the motivation of all students in the same way.

    Introduction

    Having a good vocabulary is one of the most important thing for a language
    speaker to be able to communicate. Without enough vocabulary, it would be
    difficult for anyone to use the four language skills, listening, speaking, reading, and
    writing. According to McCarthy (1990), no matter how well the student learns
    grammar, no matter how successfully they imitate the sound of the language,
    without words to express a wider range of meanings, there just can’t be a
    meaningful communication. Wahyuningsih (2018) also states that limited
    exposures to exposures to English vocabularies is one of the issues that causes
    students’ poor writing skill.

    One of the main challenges in teaching english is finding the right method
    and materials that are engaging, interesting, and up to date while at the same time
    helps the students learn. This is even more true with vocabulary learning. One of
    the main method used by teachers in Indonesia to teach vocabulary is just by simply
    giving a list of words for the students to memorize. This is not only boring, but also
    ineffective in helping the students to retain the vocabulary because it does not
    provide context on how the vocabulary can be used. Movies have the potential to
    be used to provide an interesting and engaging vocabulary learning experience.
    Movies expose students to language in real life being used in an authentic
    settings and cultural context which the foreign language is spoken. According to
    Kusumarasdyati (2004), and Luo (2004), movies also catch the learners’ interest
    and can increase their motivation to learn. Ward & Lepeintre (1996) further
    elaborate that movies can motivate EFL/ESL teaching and learning process because
    movies provide a story that needs to be told rather than lesson that needs to be
    taught.

    Numerous studies have examined the effect of using movies in EFL


    classroom. Li Ling (2009) states that the use of movies increase students’
    motivation, making the class more interesting, and familiarizing the learners with
    the traditions of the target language. According to Champoux (1999), movies can
    keep students’ interest in the theories and concepts under discussion. Movie scenes
    can offer visual depiction of abstract theories and concepts (Rokni and Ataee,
    2014). Meanwhile, Herron and Hanley (1992) concluded that the use of movies in
    EFL classroom offers background information that activates prior knowledge,
    which is important to stimulate activities in classroom.

    Regarding subtitle or caption in a movie, various studies have shown positive


    effects of subtitling. Rokni and Ataee (2014) suggest that using subtitles with
    movies in general affects language learning positively. While watching subtitled
    movies, students are not only watching and listening to the audiovisual material,
    but also interacting with it as they translate the source text into the target language
    (Gorjian, 2014). While those studies examine the effect of movies in language
    learning process in general, this article is unique because it studies the effect of
    using movies in the language learning process of students accross various age
    groups.

    1
    Methodology

    The study aims to understand the effect of using movies in English as Foreign
    Language learning especially in vocabulary, among students from various age
    groups. This includes whether or not it improves their ability to acquire new
    vocabulary, and their motivation to learn. By analyzing the effect on students from
    different age groups and proficiency level, it is also hoped that the research would
    shed light on how the effect differs among them. In short, this research attempts to
    answer the following questions

    1. What is the effect of using movies in improving vocabulary among EFL


    learners from across age groups?
    2. How does the use of movie affect the students’ motivation?

    The participants of the study are seven students from various age groups and
    English proficiency levels from Pasucen Village, Trangkil, Pati. This consists of
    three students from elementary school, all male, two students from junior high
    school, both male, and two students from senior high school, one male and one
    female. All of them studies in state run schools in Pati.

    The movie being used is titled Forrest Gump. It is a 1994 American comedy-
    drama film directed by Robert Zemeckis based on the 1986 novel by Winston
    Groom. The movie is chosen because it contains some vocabularies that are simple
    and used very commonly. It also has some iconic lines that are very memorable,
    which is hoped to stick to the students’ memory. The movie is then displayed using
    LCD Projector to be watched together by the students. The movie is played with
    Indonesian subtitle in hope that the students can understand the meaning of the
    words being pronounced by the actors.

    To test the vocabulary mastery level of the students, before the movie starts
    they were given a list of vocabularies. They are instructed to write down the
    meaning of words that they know while leaving the ones they don’t know empty.
    Then, they are told to pay attention to the vocabulary used in the movie and try to
    memorize their meaning with the help of the subtitle. After the movie is finished,

    2
    the students are asked to have discussion with the teacher about the new vocabulary
    and phrases they acquire from the movie. This is in order to direct the students so
    that they associate the words with the correct meaning, and know the pronunciation
    and spelling of the words. After that, they are given another test to measure their
    vocabulary mastery. Furthermore, the students are then asked a few questions
    regarding their experience during the implementation of this method.

    The questions are as follows:

    1. Do you enjoy watching the movie?


    2. Does watching movie motivates you to learn English?
    3. Does this process improve your vocabulary?
    4. Does the subtitle help to understand the movie?
    5. Without the subtitle, would you be able to acquire new vocabulary?

    Result

    Number of Vocabularies known


    20
    18
    16
    14
    12
    10
    8
    6
    4
    2
    0

    Pre-Test Post-Test

    The chart above depicts the number of vocabularies in the list that is known
    by the students during the test performed before and after watching movie. As we
    can see, the number consistently increases across all students.

    3
    Student Question 1 Question 2 Question 3 Question 4 Question 5
    Student 1 Yes No Yes Yes No
    Student 2 Yes Yes Yes Yes No
    Student 3 Yes Yes Yes Yes No
    Student 4 Yes Yes Yes Yes No
    Student 5 Yes No Yes Yes No
    Student 6 Yes Yes Yes Yes No
    Student 7 Yes Yes Yes Yes No

    Findings and Discussion


    All participants find that watching movies can increase their vocabulary.
    However, some are skeptical about the effectiveness of the method. Their reasoning
    is that watching the movie takes nearly two hours, and the number of new
    vocabularies they acquire is not so many. But all of them agrees that this experience
    is enjoyable.
    Not all participants find that watching movie motivates them to learn English.
    One person stated that he thinks that it would be nice if he can understand what the
    characters are saying, but it does not necessarily makes him want to learn English
    more. With the subtitle, he thinks that he can enjoy the movie and understand the
    story well enough. We find no relation between the difference in age groups and
    the increase of vocabulary or motivation. The relation is more apparent with
    students’ preference and personal opinion about the movie.

    Recommendation
    This research is a preliminary level research on the subject. Further research
    with larger data sets and better designed methods should be conducted in order to
    reach a conclusive result. However, the information acquired during this research
    shows encouraging results toward the use of movies as media of teaching.

    4
    References

    A., Yuksel, D., A., & Tanriverdi, B. (2009). EFFECTS OF WATCHING


    CAPTIONED MOVIE CLIP ON VOCABULARY. The Turkish Online
    Journal of Educational Technology, 8(2).

    Bahman, G. (2014). THE EFFECT OF MOVIE SUBTITLING ON


    INCIDENTAL VOCABULARY LEARNING AMONG EFL LEARNERS
    Bahman Gorjian. International Journal of Asian Social Science, 4(9), 1013–
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    Ismaili, M. (2013). The Effectiveness of Using Movies in the EFL Classroom – A


    Study Conducted at South East European University. Academic Journal of
    Interdisciplinary Studies, 2(4), 121–132.
    https://doi.org/10.5901/ajis.2012.v2n4p121

    Jalal, S., Rokni, A., & Ataee, A. J. (2014). The Effect of Movie Subtitles on EFL
    Learners ’ Oral Performance, 1(V), 201–215.

    Silviyanti, T. M. (2014). Looking i nto EFL Students ’ Per ceptions in Listening


    by Using English Movie Videos on YouTube. Studies in English Language
    and Education, 1(1), 42–58.

    Tabatabaei, O. (2011). The Contribution of Movie Clips to Idiom Learning


    Improvement of Iranian EFL Learners. Theory and Practice in Language
    Studies, 1(8), 990–1000. https://doi.org/10.4304/tpls.1.8.990-1000

    Wahyuningsih, S. (2018). CHALLENGES AND OPPORTUNITIES OF


    TEACHING ACADEMIC WRITING SKILLS : A CASE STUDY OF
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    Yassen, B. H., & Shakir, H. (2015). Movie Effects on EFL Learners at Iraqi
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    5
    McCarthy, M.J., 1990. Vocabulary. Oxford, UK: Oxford University Press. Press:
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    Luo, J. J. (2004). Using DVD films to enhance college freshman's listening


    comprehension and motivation. MA Thesis, Taiwan: National TsingHua
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