The Effects of Using Movies in Teaching Vocabulary By Ahmed Khalid Al-Sarhan Supervisor: Dr. Mwaffag Shatnawi Bachelor Thesis With DVD at the back or YouTube link << http://www.youtube.com/watch?v=jb_asui1tzU&feature=youtu.be >>
Al-Ahsa 2013 1Page |
Table of Contests Abstract ………………………………………………. 4 Chapter One: introduction…………………………… 5 1.0 Introduction 1.1 State of the problem 1.2 Significant of the study 1.3 Questions of the study 1.4 Limitation of the study Chapter Two: Review of Related Literature ………9 2.0 Introduction 2.1 Definitions of Vocabulary 2.2 Historical Background 2.3 Studies have been conducted in the field of vocabulary teaching Chapter Three: Methodology ………………………..14 3.0 Subjects of the Study 3.1 Material 3.2 Instruments 3.3 Procedures of the Study Chapter Four: Results……………………………… 17 4.0 Findings of the Study Chapter Five: Conclusion and Recommendation… 20 5.0 Summary 5.1 Discussion 5.2 Recommendations References Appendices Abstract in Arabic ))الملخص 2Page |
List of Tables Table 0.1 Table 0.2 Table 0.3 Table 0.4 Table 0.5 Table 0.6
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Abstract
The Effects of Using movies in teaching vocabulary research aims to find out the whether or not using movies in teaching vocabulary have significant effects in the learning test, whether or not this research has significant effects in the retention test, and whether or not using movies have the effect of attracting students' attention. The sample of the study was first-year-students (level 1) in the College of Al-Sharea and Islamic Study. Students were divided into two groups, one control and the other experimental each contains six students. Each group was taught separately for one lecture. The control was taught by the traditional strategy where student are provided with definitions of words, examples, and if available pictures while the experimental group was taught by using movies. The findings of the study showed in the learning test significant differences between the two groups. But the retention test showed no significant between the two groups. However the interaction in the classroom was much better in the experimental group and students' attention was higher than students' attention in the control group. The students in the experimental group were totally engaged in the classroom and to the lesson where the students in the control group were not totally engaged.
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CHAPTER ONE
1.0. Introduction Learning a second language requires students to learn the four skills of that language which are listening, speaking, reading, and writing but the key that enables all these four skills to be learnt is vocabulary. Vocabulary is the core of languages which without languages will not be alive. “If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh.” (Harmer 1993) Without input which is vocabulary students will not be able to speak that language properly. The importance of vocabulary can be noticed from the rise of dawn till the present day. Fromkin and Rodman (1974) state that "our concern should be focused not only on the acquisition of grammar and pronunciation, but also on the acquisition of the basic units of meaning: vocabulary or lexical of language." Vocabulary is the vehicle that enables students to speak a foreign language other than their native one properly and it enables them to convey the ideas and expressions they want to convey, "vocabulary is an essential mean of interchanging ideas and of acquiring new experiences and man's growth in ideas has always been accompanied by a corresponding expansion of his vocabulary"(Gray 1939, p: 1). Words play a great role in everyday life, without them a person won't be able to tell his wife "I love you." Without words our ides and expression won't be conveyed and hence we won't be satisfied. Words gather to make phrases, clauses, and sentences. They are the glue that holds sentences together as Rupley, Logan and Nichols (1999) state "vocabulary is the glue that holds stories, ideas, and content together and making comprehension accessible for children." To enable students to speak L2, they should be taught the suitable words to everyday communication which are called common words. Students should be taught these kinds of words to be able to speak and convey their simple ideas as Allen states that "When such words are learnt, the new language can immediately be put to use”. Researchers and academics have been searching for the best method in conveying meanings of words. Researches from the past have come up with methods of teaching vocabulary and, as time goes by, some of these methods are approved to be wrong and new methods have been created. As time goes by, along with the increasing of development in science and technology, methods of teaching have been enhanced. Methods of teaching are developing with the development of technology and science. Let's have a quick look at the development of teaching methods and how the treatment of vocabulary developed. In the early 1500s, Grammar Translation method emerges as a method of teaching a second language. It conveys meanings of words by translating them into the mother tongue of students. This method is good in conveying meanings of abstract words but it has been found wrong in conveying meanings of concrete words, words that refer to touchable things in the world.
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In 1950 Audio-Lingual method which is a method of teaching a second language has emerged. It conveys the meaning by drilling and repeating where the mother tongue is not allowed to be used. Then there comes Total Physical Response as a method of teaching a second language. It conveys meanings of words by giving orders to students and they have to figure out the meaning by themselves. Sometimes the teacher gives students a hint of what the word means. As time goes by, new methods of teaching a second language surge and the treatment of vocabulary developed. Methods have different ways of how to teach vocabulary. As time goes by, development in technology occurs, where pictures, figures, and models are used to convey meanings of words. Then academics and researchers come up with this idea that students shall experience something to understand it. For example, in order for students to know the parts of a car, they should experience the situation where they go to the car shop and see and touch by themselves the parts of a car. By this way students become more aware of the new words as the Chinese saying says… "I hear I forget, I see I remember, I do I understand." Thus, researchers and academics become more aware of letting students experience the subject or at least to get them engaged in classrooms. Another way of teaching is by acting where some students have to perform a certain play and the others watch. For example, by watching a play, it is hard for students to forget the story of the play. Therefore it is hard for them to forget some important key words that they have found in the context of the play. Another way is to be in contact with natives of the second language. But nowadays contact between a person living in Africa and a person living in the USA is not only possible but easy. By this contact, English language can be easily learnt. After a period of time, the idea of mixing learning with fun has emerge. Students learn a second language by playing games as they learn the vocabulary of that language. For example; snake words and crosswords which are effective tools of conveying the word meaning. These games are types of CALL (computer assisted language learning) and some of them can be created by simple programs such as HotPotatoes.1 Nowadays, watching movies can be a source of enjoyment and a source of pleasure. People love movies and therefore they watch them either on TV or in the theater or even online. Thus the idea of mixing movies and learning has emerged. To use movies as a means of not only convey meaning of words but a way of teaching grammar and language as a whole. Movies can be used to convey the word meaning through the context. The context is important as a framework where meaning of words can be 1
Download Hotpotatoes program from its webpage < http://hotpot.uvic.ca/ >. It is very helpful in teaching another language as you can make exercises and simple games to teach students different aspects of language.
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figured out. Trying to figure out meaning of a word through movies is easier than trying to figure meaning out through reading. Most of the researchers agree that vocabulary “should not be presented in isolation and should not be learned rote memorization. It is important that new vocabulary items be presented in context rich enough to provide clue to meaning and that students be given multiple exposure to items they should learn.” (Celce-Murcia, 2001) Not only watching movies but also playing the scene back by students is helpful.
1.1. Statement of the problem Students have difficulties not only in realizing meanings of words but in the correct pronunciation of these words. Moreover, Students face difficulty in recognizing the word after a period of time, they lack retention. Checking the meaning of words by using an electronic dictionary is easy but after a period of time s/he forgets it. There are many methods of teaching vocabulary (convey the meaning of a word) but they lack classroom interaction. Many students do not get engaged to the subject in the classrooms and that is a serious problem. Engagement to the classroom is necessary to students to learn more. If students don't like the lesson they are being taught, they would not be active.
1.2. Significant of the study This study concentrates on movies as a means of conveying meanings of words which is expected to be very effective method on students' learning. This method will help students to realize meanings of unfamiliar words and at the same time they will receive the right pronunciation. Movies provide a very affective framework from which words emerged and used. The framework which context will help students to realized meaning as they watch the movie. Sense relations “are extremely valuable, and can provide a useful framework for the learner to understand semantic boundaries.” (Gairns and Redman 1992) This study is expected to help students' retention. The researcher has found that students in the College of Al-Sharea and Islamic studies in Al Ahsa have problems in speaking and communicating in the English language. This study will increase their input (words) and therefore the chances for students to speak in a good manner will be increased. Words should be suitable “When such words are learnt, the new language can immediately be put to use”. (Allen 1983) Using movies will lead students to be engaged in the classroom thus they will learn more. The researcher has found that there is not similar study being conducted at the local level in Al Ahsa (KSA) to examine the effectiveness of movies as a method of teaching vocabulary. Traditional methods are boring for students. The researcher hopes to find effective results out of this study to help students to have more input and theretofore to speak properly. So this study is an attempt to find out how much the use of movies as means of teaching vocabulary is helpful in increasing students' input and hence help them to speak and the English language.
1.3.Questions of the study 7Page |
This study aims to answer the following questions: 1. Are there any significant effects of movies in improving students' vocabulary? 2. Is there an effect of movies in students' vocabulary retention? 3. Are there any effects of using movies in attracting students' attention?
1.4.Limitation of the study The study is conducted in the Kingdom of Saudi Arabia in Al-Ahsa. The study is carried on the first year male students (level 1) at the College of Al-Sharea and Islamic Studies in Al-Ahsa. The researcher makes sure that the level of students in each group is equal. Students will be equally divided into two groups, one control and the other experimental group.
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CHAPTER II REVIEW OF RELATED LITERATURE 2-0 INTRODUCTION This chapter consists of three main sections. The first one is the definition of vocabulary and the second one is about the historical background of the increasing interest in vocabulary teaching method. The last section is about the studies that have been conducted in the field of teaching vocabulary.
2-1 DEFINITIONS OF VOCABULARY Vocabulary stands out as the primacy of forming the ground for the development of other skills among the three dimensions of language which are vocabulary, grammar and phonology. Vocabulary seems to be a simple and familiar concept to understand clearly, however it is really hard to give its exact definition. One definition of vocabulary is hard to find. Many definitions exist to define vocabulary as each definition carries a characteristic or more of vocabulary. But there is not one definition of vocabulary that sums up all the characteristics of vocabulary. Different dictionaries defined vocabulary differently even though some definitions share the same characteristic of the other. Three dictionaries will be mentioned next. In the popular and more precise way, Oxford Advanced Learner's Dictionary Online has applied a meaning of vocabulary as follow: 1. 2. 3. 4.
All the words that a person knows or uses. All the words in a particular language. The words that people use when they are talking about a particular subject. A list of words with their meanings especially in a book or learning a foreign language.
Another online dictionary which is dictionary.com has written different meanings of vocabulary as the follow: 1. Any collection of signs or symbols constituting a means or system of nonverbal communication: vocabulary of a computer. 2. The stock of words used by or known to a particular people or group of persons: His French vocabulary is rather limited. The scientific vocabulary is constantly growing. 3. The words of a language.
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The thirds dictionary is Cambridge Advanced Learner’s Dictionary, a noun “vocabulary” has two definitions: 1. All the words known and used by a particular person. 2. All the words which exist in a particular language or subject. Cambridge Advanced Learner’s Dictionary divides the knowledge of vocabulary known by a particular person into two groups:
Receptive / passive vocabulary – it is defined as the set of all words that are understood at reading or listening but not used in the spoken or written expressions.
Productive / active vocabulary – it is the set of all words that are not only understood, but also used meaningfully when creating new sentences.
In short, different definitions and meanings which carry with them some characteristics of vocabulary exist but there is not one so far one definition that sums up all these characteristics.
2-2 HISTORICAL BACKGRROUND 2-2-1. The Period of the Absent Interest in Vocabulary Teaching.( The negligence of vocabulary) From the beginning of time theories and methods of teaching a language have been conducted. Each method concentrates on specific skills as the main skills in the process of teaching a language. The absent interest in vocabulary has nearly been from 1945 till 1970. At the late eighteenth century the Grammar Translation Method has conducted. GTM is an example of the absent of interest in vocabulary as it treats vocabulary improperly; it requires the learner to translate words literally to the mother tongue of the students. Not only that but also it explains meaning of words that it has been learned in the learner mother tongue. In short, they overuse the mother tongue.
2-2-2 the Period of Renewed Interest in Vocabulary. Vocabulary has not received the sufficient focus and it has been neglected as it has been mentioned above. Yet that does not mean no attempts have been made to understand it at all. The negligence of vocabulary has been weakening at the beginning of the 20th century. 11Page |
Vermeer (1992) stated that " One aspect of language learning in the past received little attention, but now has become a focus of much research is the learning of vocabulary . Increasingly, it is considered that effective communication relies less upon the mastery of grammar rules than on the possession of an adequate and appropriate vocabulary." This interest in vocabulary as an important element in teaching/learning a language has been increasing. Palmer as a direct method teacher, believed that the starting point in acquiring a new language was lexical. The interest in vocabulary has increased even more with the emergence of the Communicative Approach. Dong Yanping states in his article that "The communicative approach to language acquisition emphasizes the indirect, implicit, incidental learning of vocabulary." This increasing interest in vocabulary deepens with the statement of Wilkins (1972) which is " without grammar very little can be conveyed, without vocabulary nothing can be conveyed." This view is deepened when McCarthy stated "No matter how well the student learns grammar, no matter how successfully the sounds L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way." During the last decade vocabulary retained it natural position as the most important element in teaching a language. Researchers and academic are now very interested in new methods of teaching vocabulary as many research papers have been conducted in the field.
2-3 SOME STUDIES THAT HAVE BEEN CONDUCTED IN THE FIELD OF VOCABULARY TEACHING. Many studies in the field have been conducted but in this section several studies are highlighted. Their view of vocabulary teaching is different as the problems they think are the obstacles of vocabulary teaching are different. Their treatments of vocabulary are different. Here are six studies in vocabulary teaching field which are conducted in different places of the world. The first study is by Wilkinson (1994) which is story telling. Students are divided into groups and each group has to tell a story determined by new word given to students by the teacher. After each group presentation of their story, the teacher repeats the story to correct grammar and pronunciation. To Wilkinson this method is the best way to retain and practice the new language. Shatnawi applied three different methods of teaching vocabulary on Jordanian students and he found out that there were significant differences between the mean scores of the students in the keyword group, semantic mapping group and control group on the learning test in the favor of the keyword group. But there were no significant differences between the mean scores of the students in three groups in retention test. He divided his students into three groups, two experimental and one control. He applied 11Page |
Keyword method on one of the experimental group and semantic mapping strategy on the other experimental group. The control group was taught in the tradition way. " Keyword strategy is a strategy which is designated to facilitate memory retention of new words with meanings. It combines the use of visual imagery and sound similarities between known and new words. It usually involves using a specific word in the learners' familiar language, either L1 or L2, to form an acoustic and imagery link between the target word and the familiar word," Shatnawi stated in his research. And he stated also " semantic mapping is a strategy in which words are categorically structured in a graphic or visual form.'' Another study carried out by Al-Jassem when she measured the female students' level in retention English vocabulary. This study was conducted in Al-Ahsa and specifically in Al-Hufof. She found out that female students were are in vocabulary retention, and that the scientific section students are better than those of literary section. The study showed also that female teachers do their best to make the teaching process more effective by using different techniques. But they still need to develop teaching techniques and renewed their information and their ideas. The fourth study carried out by Murat Hişmanoğlu when he found out teachers have difficulties in teaching vocabulary that contains cultural values or characteristics. These values and characteristics of a word are called semiotic elements. Murat stated "Since color names, proverbs, idioms, compound words, and the use of lexical items in literary texts exhibit culture specific properties, language teachers may encounter some problems in teaching these items to their students." Students also may understand the words that possess semiotic elements in the wrong way. An example of a color name that possesses semiotic elements within its nature is the color red. Table 0.1 Color
Japanese
American Latin
Saudi Arabian
Chinese
American
Turkish
Red
Blood, sun, flag, excitement, some terror
excitement, happiness, festivals
blood, bride, royal
happiness, good things
blood, danger, communist, Indian (redskin)
flag, hot, blood
Table 0.1 explains how the name of one color has almost different meaning in different cultures. The problem that students face is the wrong perception or the wrong understanding of the word meaning and especially a word that possess semiotic elements. The same problem exists with idioms and proverbs. Abo-Khadrah (1995) investigated the effectiveness of three ESL strategies which were Keyword, translation, and context. The sample of the study consisted of 70 tenthgrade students which were divided into three groups. Every group was instructed by one 12Page |
of these strategies. The learning test showed that the key word group scored higher than the other two groups. The keyword group scored higher than the other two groups in the retention test. The study finding showed that the effectiveness of the keyword strategy over translation and context strategies. Do Thi Lan Anh found out that movies and videos were not used at Hanoi schools, so a survey has been carried out. The survey was conducted with, as he stated in his research," the participants of 100 grade 10 students and 10 teachers at Hanoi high schools. Questionnaire and oral interview were employed as useful instruments for data collection." The finding of the study showed that the methods of teaching vocabulary at Hanoi schools were not really effective. He also stated that "teachers have not made use of movies and videos in teaching though they are supposed to help retain students' motivation, lengthen students' memory and better their pronunciation." Ufuk Balaman investigated in his research the usefulness and applicability of teaching vocabulary through Facebook. The samples of the study were 50 first-year students in the departments of civil engineering and another 50 first-year students of electrical and electronics engineering. He stated that "The participant groups joined Facebook groups specifically created for the study with the goal of teaching words and reading texts excerpted from the course book.'' One group studied in the first two weeks vocabulary through Facebook . The other group studied in the classrooms in the last two weeks. Data was collected and the finding showed the usefulness and "applicability of the integrative teaching model for vocabulary and reading through Facebook," as he stated.
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CHPTER THREE METHODS AND PROCEDURES This chapter deals with the subjects and the teaching material. It also deals with the instruments and how their validity and reliability are obtained. The data collection instruments and the data analysis procedures are tackled here as well. 3.0 SUBJECTS OF THE STUDY The population of the study is first year students(level 1), in the English department, in the bachelor degree program at the College of Al-Sharea and Islamic Studies in AlAhsa. All students have learnt the English language from intermediate school to high school. All students are native speakers of Arabic. The sample is twelve students from the first level in the English bachelor program. They were equally divided onto two groups which have the same level. Movies were used on the first group of six students. The other group was taught in the traditional strategy. Students were in each group taught for only twenty minutes. 3.1 MATERIAL Fifteen English words were taught, but only nine words were examined as it is shown in Appendix A. These nine words were selected for being not only the most unfamiliar words but also for their difficulties. These words are names of the human body organs which students were not taught before. These words were taught by showing selected scenes taken either from one movie or from different movies. 3.2 INTRUMENT Name the following test of nine items is given immediately after finishing the treatment to students to assess their learning of fifteen studied words. Students were given pictures of some human body organs and the correct answer is to name that particular organ correctly. The test papers were collected and marked by the researcher. One score is awarded for each correct answer. Multiple-choice vocabulary test is given to students to check their retention. The test provided students with pictures as the learning test but this time students do not have to write. All they have to do is to choose either A or B as it is shown in the link.2 This test is created by using Hotpotatoes program.3
2
The exercise is clearly shown in the following link < file:///C:/Users/Toshiba/Desktop/English%20Clup/English%20Level%207%20A%20K%20Alsarhan/research%20&%20Methodology/Research/TheONEONE.htm >. 3 HotPotatoes program can be downloaded from its homepage which is < http://hotpot.uvic.ca/ >.
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3.2.1 Validity of the instruments To guarantee the validity of the learning and retention tests which were prepared by the researcher, they were given and shown to academic professor in the College of AlSharea and Islamic Studies. Their comments and views were taken into consideration and the necessary modifications were made accordingly. That is to check the tests in an academic manner. However, these two tests were given also to physicians that work in the college clinic. Their comments and views were taken into consideration and the necessary modifications were made accordingly. 3.2.2 Reliability of the instruments The researcher followed the following procedures to maintain a reasonable degree of reliability: immediately after a delay. 1. First, the researcher made a post test ,to the experimental group and the control group after two weeks, to be immediately answered. 2. The results of the experimental group were exactly as the results of the learning test. The mean score of the learning test for the experimental group was 8.8 as well as in the post test. While the results of the control group showed slight improvement. The mean score in the learning test was 7 and in the post test ,that took place after two weeks, mean score was 8.3. 3.3 PROCEDURES OF THE STUDY The researcher used the following procedures to conduct the study. 1. Two classes were assigned to one experimental group and one control group. Movies were used in teaching group E whilst the traditional strategy was used with group C, to assess the homogeneity of the two groups, no test was needed, the researcher asked a professor who knows them well as they are his students to divide them equally and that what happened. 2. The E group was instructed by using movies ( it is not a whole movie but scenes that the researcher has collected and put together in one clip by using Movie Maker program). Two scenes in the clip which are concerned with vocabulary. The first scene is shown to the students and then they are allowed to participate and tell the class what are the words that they catch whether they realize the meaning or not. The same scene is played again with so stop. The third time, the scene is played and the researcher pauses the clip after each sentence contains the wanted word ( the word that will be examined based on the unfamiliarity of it/ and based on the objectives of the lesson, in this case human body organs) and write that particular word on the board. Played the same scene containing the wanted word and ask students to guess the meaning from the context of the scene. the meaning can be explained in many ways as it depends on the kind of 15Page |
word whether it concrete of abstract word. If the word is concrete, the meaning will explained like in the following example; the elbow is used when the actor used his elbow to block an attack against him as he says inwardly "Employ elbow block" in the minute 1:10 exactly, so elbow can be referred to that part the actor used in blocking the attack and pictures can be used also. If the word is an abstract word, translate it into the students' mother tongue. On the other hand, the control group which is group C was instructed in the traditional strategy. Students were given sheets where words are listed with pictures, meaningful sentences, and definitions. Students were exposed to the word as the researcher read it out loud and then students are asked to repeat after the researcher the word. They are then asked to guess the meaning and look at the pictures provided to them. Whether or not they realized the meaning reading the definitions is a must, so definitions were read with the meaningful examples. 3. After finishing the treatment with group E which is the experimental group, the treatment of group C which is the control group began. Group E was dismissed for the moment to return after twenty five minutes, meanwhile, group C was instructed. After twenty minutes group C was dismissed to return after four minutes. Both groups returned after the period of time was given to them and sat for the learning exam(post-test). They sat in two rows far from each other not to cheat, one for group C and one for group E. The researcher gave no limitation for the exam. But after almost sixteen to nineteen minutes all students handed their exams to the researcher. After almost two weeks retention test is conducted by using Multiple- choice exam which was created by using HotPotatoes program.
Statistical analysis To analyze the collected data, the researcher used Microsoft Office Excel 2007.
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CHAPTER FOUR 4.0 FINDINGS OF THE STUDY This study aimed to investigate the effectiveness of using movies on the learning and retention of vocabulary items of the first year students(level 1) in the English bachelor degree program in Al-Ahsa. More specifically, the study tried to find out if there were any significant differences between the learning tests mean score of the two groups. Also, the researcher tried to explore any significant differences between the retention test mean score of the two groups. The study also tried to find out if using movies in teaching vocabulary will be able to attract students and get them engaged to the lesson in the classroom. The findings regarding the three research questions are summarized in the following paragraphs: Table 1and 2 below present the answer to the first and question concerning to what extent does the first year college students' use of movies affect their learning vocabulary items either immediately or after two weeks. Table 0.2. Mean scores and standard deviation of the two groups on learning test
Table 0.2
Series1 10 8 7 6 5 4 3 2 1
Students average degrees
9
0 2 C Group
which is the control group which waas taught by the traditiona strategy
1 E Group
Which is the experimental add text group that was taugh by using movies
it is clear from table 1 that there were differences between the experimental group and the control group. The mean score for Group E is 8.833 while the other group's mean score is 7. Group E that was taught vocabulary by using movies acquired more vocabulary items than Group C that was taught in the traditional strategy in the learning test. To test whether these differences were significant, Microsoft Excel was used and the result is shown in table 0.2.
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Table 0.3. Microsoft Excel is Used to Find Out the difference between mean scores of the experimental group and the control group on the learning test.
Groups
Students N
Mean Scores
Group E
6
8.833333333
Group C
6
7
Deviation rate
0.840277778
It is clear from table 0.3 that there was a significant difference between the mean scores of students in the experimental group and the control group in the learning test. Table(0.4) : Mean scores and standard deviation of the experimental group and the control group on retention test.
Table 0.4
Mean Score 8.9 8.8 8.7 8.6 8.5 8.4 8.3 8.2 8.1 8
Mean Score
Group C
Group E
There were not significant differences between the experimental group and the control group in the retention test. There was a slight difference between the control group and the experimental group. Table0.5 Microsoft Excel for the difference between mean scores of the experimental group and the control group on the retention test. Groups
Mean Score
Group E Group C Deviation rate
8.833333333 8.333333333 0.0625
There were no significant differences between the experimental group and the control group in the retention test. 18Page |
Table (0.6): Students' attention and engagement to the lesson in the classroom
Students attention and engagement in the classroom
The Control Group 41%
The Experimental Group 59%
This chart depends on the researcher's observations during teaching the two groups. The experimental group shows happiness and engagement in the classroom and paid attention except for one that shows careless but eventually he was dragged in. While the other group in which some paid attention and other did not really concentrate or get engaged in the classroom. The researcher feels in the classroom that some students, if not the majority, want the class to be over as quick as possible.
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CHAPTER FIVE 5.0 SUMMARY This research aims to find out the whether or not using movies in teaching vocabulary have significant effects in the learning test, whether or not this research has significant effects in the retention test, and whether or not using movies have the effect of attracting students' attention. The sample of the study was first-year-students (level 1) in the College of Al-Sharea and Islamic Study. Students were divided into two groups, one control and the other experimental each contains six students. Each group was taught separately for one lecture. The control was taught by the traditional strategy where student are provided with definitions of words, examples, and if available pictures while the experimental group was taught by using movies. The findings of the study showed in the learning test significant differences between the two groups. But the retention test showed no significant between the two groups. However the interaction in the classroom was much better in the experimental group and students' attention was higher than students' attention in the control group. The students in the experimental group were totally engaged in the classroom and to the lesson where the students in the control group were not totally engaged.
5.0 DISCUSSION The findings of the study show that using movies in teaching vocabulary is better than the traditional strategy in the learning test. Not only that but also the interaction in the classroom was on the highest point. Students were not in a good mood when they discover there will be a lecture on teaching vocabulary but when they know about the movie that will be played, all students in the experimental group got excited. Movies is considered a source of enjoyment. Once a month some families and singulars for the kingdom go to the adjacent countries just to watch movies in cinemas. When movies are used in the classroom, the general atmosphere is going to be changed to the better. They begin to think of having fun rather than just to learn. This mixture of fun and teaching is very affective as it is shown in the findings of this research. A survey was done by Do Thi Lan Anh in May 2010 concerning using movies in the classroom where Do Thi Lan Anh states in her research "A survey was conducted with the participants of 100 grade 10 students and 10 teachers at Hanoi high schools. Questionnaire and oral interview were employed as useful instruments for data collection." The result of Do Thi Lan Anh's study indicates that the quality of teaching and learning vocabulary was not really good. Besides, instructors have not made use of movies in teaching though they are expected to help retain students' motivation, lengthen students' memory and improving their pronunciation. 21Page |
Using movies in teaching vocabulary is going to provide student with a very good framework (context) from which students will realize meaning of words easily and affectively. Sense relations “are extremely valuable, and can provide a useful framework for the learner to understand semantic boundaries.” (Gairns and Redman 1992). There are two main parts in the DVD made by the researcher. The first part , consists of two scenes, is related to vocabulary teaching. Different scenes can be taken from different movies according to the words style whether verbs, nouns, adjectives, and adverbs. The second part is related to idioms and expressions teaching which was not conducted in this research for reasons out of the researcher's control. But teaching idioms and expressions through movies is expected to be very affective for Idioms and expression will be conveyed through a movie's context and situation where idioms may be understood by guessing. The retention test showed no significant differences between the experimental group and the control group though the control group showed slight improvement. The control group improvement goes back to the good memories of the students and to the use of pictures in both groups. The reason why they did not do well in the learning test goes to the kind of test was used in the learning test and in the retention test. In the learning test student have to name the organs but in the retention test students have to choose either picture A or B that refers to the organ above. However, both exams contain pictures but the researcher thinks that it is easier to recognize a word when students see the reference to which it refers and that exactly was the aim of the retention test.
5.1 RECOMMENDATIONS This research demonstrate the effectiveness of using movies on foreign students' vocabulary learning. Using movies can be more affective if scenes that have been chosen are carefully chosen according to achieve particular aims. Scenes also should be suitable for the students' age. Attention will lacked if the movie ,brought to college students, is not appropriate to their age. For example; bringing Toy story movie to college students but it will be perfect for elementary school students. Movie must be of interest of the students. Be aware that the scenes that have been taken from different movies should be subtitled in English for more and more effectiveness. The subtitle should be clear and the words that will be taught should be underlined of colored. Make sure that the clip be as clear as possible so the subtitle can be clear. The sound should be very clear as it is very important to students and for their pronunciation. It was observed by the researcher that some students were lost in a moment because they were not given sheets. So sheets are important to keep students on the right track. These sheets should contain the important vocabulary with examples and pictures. Sheets like the one shown in Appendix B. 21Page |
Although there are limited important words that the instructor wants to teach in the classroom, it is good to make student participate and speak out of what words they catch whilst watching a particular scene. By this way students will learn more than the words that are required to be learnt. In the case of this research students were exposed to many words and then the researcher highlighted fifteen important words and at last nine words were in the exam.
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References
Abo-Khadrah, Q.A.I.(1995). A Comparison of Various EFL Vocabulary Learning Strategies Among Tenth Grades. An Unpublished M.A Thesis, Yarmouk University. Al-Jassem, Hind (1422-1423). Teaching English Vocabulary to Female Students at Government Schools in Al-Hofuf Area. Master Thesis. King Faisel University, Al-Ahsa. Allen, Virginia French.(1983). Techniques in Teaching Vocabulary: Teaching Techniques in English As a Second or Foreign Language. New York: Oxford University Press. Balaman, U. (2012). An integrative teaching model for vocabulary and reading through Facebook. (Master's thesis). Hacettepe University Graduate School of Social Sciences. Ankara. Celce-Murcia, Marianne.(2001). Teaching English as a Second or Foreign Language. (3rd edition). Boston: Heinle & Heinle. Do Thi Lan Anh.(2010). Using Movies and Videos to Teach English Vocabulary to the 10th form Students. (DEGREE). Vietnam National University, Hanoi. Formkin, V. and Rodman, R.(1974). An Introduction to Language. New York: Holt, Rinehart and Winston Inc. Gairn, Ruth. and Redman, Stuart (1992). Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge University Press. Grey, W. and Eleanor H. (1939). The Development of Chicago Meaning Vocabularies in Reading. Chicago: University of Chicago Press. Harmer, Jeremy. (1993). The Practice of English Language Teaching. Essex: Longman Group UK Limited. Hismangolu, Murat. (2006). "Semiotic Elements and Difficulties in Teaching Vocabulary Items" in International Journal of Applied Semiotics. Vol 5, No.1-2, p.p: 121-136 Macounová, Lenka.(2007). Teaching of Vocabulary. Bachelor thesis. Masaryk University Faculty of Education. Burno McCarthy, Micheal. (1990). Vocabulary. Oxford: Oxford University Press.
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Palmer, H.E. 1917/1968. The Scientific Study and Teaching of Languages. London: Harrap. Republished by Oxford University Press, 1968, edited by D. Harper. Rupley, W.H., Logan, J.W., Nicholas, W.D.(1999). "Vocabulary instruction is a Balanced Reading Program" in Reading Teaching, 52 (4) 336-337. Shatnawi, Mwaffaq.(2013). An Action on Keyword and Semantic Mapping Strategies of Vocabulary Learning and Retention by EFL Tenth Grade Students. An Unpublished Thesis. Vermeer, A. 1992. Exploring the Second Language Learner Lexicon. In L. Verhoeven & J. De Jong (Eds.), The construct of Language Proficiency. Applications of Psychological Models to Language Assessment (pp.147-162). Amsterdam Philadelphia: John Benjamins. Wilkinson, M.(1994). "Using Students Stories to Build Vocabulary in Cooperative Learning Groups" in The Clearing House, v67 n4 p221-23. Wilkins, D.A. 1972. Linguistics in Language Words. London: Longman. Yanping, Dong. (2001). Direct and indirect L2 vocabulary learning in the communicative approach. < http://en.cnki.com.cn/Article_en/CJFDTotalWJYY200103005.htm > ( visited in 2013, May the 1st)
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Appendix A Q1. Name the following organs of the human body that are in the circles ;
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Appendix B
Word Study
Elbow (N) the joint where your arm bends.
Leg (N) one of the long parts of your body that your feet are joined to. For example; she fell and broke her leg.
Throat (N) the passage from the back of your mouth to the top of the tubes that go down to your lungs and stomach. For example; the singer complained of a sore throat after Wednesday's show.
Diaphragm (N) the muscle that is between your lungs and your stomach, and that you use when you breathe.
Liver (N) a large organ in your body that produces bile and cleans your blood.
Solar plexus (N) the front part of your body just below your ribs.
Jaw (N) one of the two bones that your teeth are in.
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Vocal cords (N) thin pieces of muscle in your throat that produce sounds when you speak.
Patella (N) Your knee cap
Rib (N) one of the 12 pairs of curved bones that surround your chest: For example; He was punched and kicked in the ribs.
Classified (Adj) classified information, documents etc are ones which the government has ordered to be kept secret. For example; John is working on something classified.
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الملخص هتدف هذه الدراسة إىل التحقق من فاعلية استخدام األفالم اإلجنليزية يف تدريس الكلمات االجنليزية حيث هتدف إىل األهداف التالية ,أوال :الكشف عن وجود أي اختالفات ملحوظة على جانب االختبار التعليمي وثانيا الكشف عن وجود فروق ملحوظة يف االختبار ألبعدي كما هتدف إيل الكشف عن مدى تأثرها يف فاعلية الطالب داخل القاعة الصفية. تتكون عينة البحث من طالب السنة األوىل من اللغة االجنليزية حيث متت تقسمه الطالب إىل جمموعتني حيث مت تدريس اجملموعة األوىل باستخدام األفالم ومت تدريس اجملموعة الثانية بالطريقة التقليدية ,مت تزويد اجملموعة الثانية بأوراق متضمنة تعريفات الكلمات وأمثلة وصور إذا وجد ,بينما اجملموعة األوىل مت تزيدها مبقاطع من بعض األفالم سيدرسها الباحث. نتائج الدراسة أظهرت ,أوال :أن هناك فروق ملحوظة بني اجملموعتني يف االختبار ألتحصلي الذي اجري بعد تدريس اجملموعتني مباشرة حيث كانت نتائج اجملموعة األوىل (اليت مت تدريسها باستخدام األفالم) أعلى من نتائج اجملموعة الثانية (اليت مت تدريسها بالطريقة التقليدية) .ثانيا: أظهرت النتائج يف االختبار ألبعدي (الذي اجري بعد فرتة من الزمن قدرها أسبوعان) عدم وجود فروق ملحوظة بني اجملموعتني .وأخريا :باالعتماد على مالحظات الباحث حيث الحظ وجود تفاعل اكرب يف اجملموعة األوىل (اليت مت تدريسها عن طريق األفالم) من اجملموعة الثانية(اليت مت تدريسها بالطريقة التقليدية)
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