Vocabulary Learning Through Videos: Captions, Advance-Organizer Strategy, and Its Combination for Fifth Grade Students

Siti Nurwulan(1), Khusaini Khusaini(2), Syifa Fadhilah Hamid(3*),

(1) Universitas Islam Syekh Yusuf
(2) Universitas Islam Syekh Yusuf
(3) Universitas Islam Syekh Yusuf
(*) Corresponding Author



Abstract


This research describes the use of Videos media for learning vocabulary and has found positive results in improvement students' vocabulary mastery. The purpose of this research is to find out whether there was an improvement in vocabulary mastery at fifth grade of SDN Kutajaya I in Academic Year 2021/2022 after using Videos. The sample used is 30 students. The writer used quantitative methods with pre-experimental design one group pretest and posttest. The writer was conducted a research using pretest, treatments and posttest. The results showed that the use of Videos can improve students' vocabulary learning. The data hypothesis test used the Wilcoxon Signed Ranks Test, and the results were Ha accepted and Ho was rejected. It can be shown that Sig. < (0.05). This means that there is a significant difference between the pre-test and post-test at SDN Kutajaya I. Learning vocabulary by using Videos can make students more interested in the learning activity. In addition, it is not easy to make students feel bored because learning atmosphere is more exciting.


Keywords


Captions; Learning Strategy; Videos; Vocabulary Learning.

Full Text:

PDF

References


Berti, M. (2017a). Captioned Media in Foreign Language Learning and Teaching: Subtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning. Edited by Robert Vanderplank. CALICO Journal, 35(3), 316–319. https://doi.org/10.1558/cj.34309

Berti, M. (2017b). Captioned Media in Foreign Language Learning and Teaching: Subtitles for the Deaf and Hard-of-Hearing as Tools for Language Learning. Edited by Robert Vanderplank. In CALICO Journal (Vol. 35, Issue 3). https://doi.org/10.1558/cj.34309

Chen, C. M., & Chen, I. C. (2021). The effects of video-annotated listening review mechanism on promoting EFL listening comprehension. Interactive Learning Environments, 29(1), 83–97. https://doi.org/10.1080/10494820.2019.1579232

Chen, C. M., Li, M. C., & Lin, M. F. (2020). The effects of video-annotated learning and reviewing system with vocabulary learning mechanism on English listening comprehension and technology acceptance. Computer Assisted Language Learning, 0(0), 1–37. https://doi.org/10.1080/09588221.2020.1825093

Chen, C. M., Tan, C. C., & Lo, B. J. (2016). Facilitating English-language learners’ oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96–118. https://doi.org/10.1080/10494820.2013.817442

Fraenkel, Jack R., Wallen, N. E. (2009). How to Design and Evaluate Research in Education. In McGraw-Hill Higher Education (Issue 0).

Ghalebi, R., Sadighi, F., & Bagheri, M. S. (2020). Vocabulary learning strategies: A comparative study of EFL learners. Cogent Psychology, 7(1). https://doi.org/10.1080/23311908.2020.1824306

Ghalebi, R., Sadighi, F., & Bagheri, M. S. (2021). A study of vocabulary learning strategies among high and low Iranian English vocabulary learners. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2020.1834933

Harmon, J., Antuna, M., Juarez, L., Wood, K. D., & Vintinner, J. (2018). An investigation of high school social studies teachers’ understandings of vocabulary teaching and learning. Reading Psychology, 39(3), 271–302. https://doi.org/10.1080/02702711.2018.1430633

Hsieh, Y. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33(5–6), 567–589. https://doi.org/10.1080/09588221.2019.1577898

Mardali, J., & Siyyari, M. (2019). English teachers’ beliefs and practices in teaching vocabulary: The case of teaching experience. Cogent Education, 6(1). https://doi.org/10.1080/2331186X.2019.1686812

Melchor-Couto, S. (2017). Foreign Language Anxiety Levels in Second Life Oral Interaction. Recall, 29(1), 99–119. https://doi.org/10.1017/S0958344016000185

Mohsen, M. A. (2016). The use of help options in multimedia listening environments to aid language learning: A review. British Journal of Educational Technology, 47(6), 1232–1242. https://doi.org/10.1111/bjet.12305

Mudzielwana, N. P. (2016). Conceptualization of Language and Vocabulary Learning Strategies: Key Aspect in Every Curriculum Area. International Journal of Educational Sciences, 15(3), 538–546. https://doi.org/10.1080/09751122.2016.11890564

Perez, M. M., & Rodgers, M. P. H. (2019). Video and language learning. Language Learning Journal, 47(4), 403–406. https://doi.org/10.1080/09571736.2019.1629099

Peters, E., & Webb, S. (2018). Incidental Vocabulary Acquisition Through Viewing L2 Television and Factors That Affect Learning. Studies in Second Language Acquisition, 40(3), 551–577. Https://Doi.Org/10.1017/S0272263117000407

Sari, A., & Sugandi, B. (2015). Teaching English Through English Movie: Advantages and Disadvantages. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 2(2), 10–15. https://doi.org/10.36706/jele.v2i2.2303

Skoning, S. N., & Wegner, T. (2016). Dancing Elementary Science Vocabulary. Dance Education in Practice, 2(4), 13–19. https://doi.org/10.1080/23734833.2016.1238726

Song, Y., & Hwang, G. J. (2020). What “seams” have been bridged in seamless vocabulary learning? - A review of the literature. Interactive Learning Environments, 0(0), 1–17. https://doi.org/10.1080/10494820.2020.1789667

Suárez, M. del M., & Gesa, F. (2019). Learning vocabulary with the support of sustained exposure to captioned video: do proficiency and aptitude make a difference? Language Learning Journal, 47(4), 497– 517. https://doi.org/10.1080/09571736.2019.1617768

Teng, (Mark) Feng. (2019). The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers and Education, 142(April), 103655. https://doi.org/10.1016/j.compedu.2019.103655

Teng, F. (2019a). Incidental vocabulary learning for primary school students: the effects of L2 caption type and word exposure frequency. Australian Educational Researcher, 46(1), 113–136. https://doi.org/10.1007/s13384- 018-0279-6

Teng, F. (2019b). Maximizing the potential of captions for primary school ESL students’ comprehension of English-language videos. Computer Assisted Language Learning, 32(7), 665–691. https://doi.org/10.1080/09588221.2018.1532912

Teng, F. (2020). Vocabulary learning through videos: captions, advance-organizer strategy, and their combination. Computer Assisted Language Learning, 0(0), 1–33.


Article Metrics

Abstract view : 330 times | PDF view : 70 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Siti Nurwulan, Khusaini Khusaini, Syifa Fadhilah Hamid

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Editorial Office

Journal of Excellence in English Language Education (JoEELE), Faculty of Languages and Literature Universitas Negeri Makassar

  

address icon red

 Jalan Malengkeri Raya, Makassar, 90224 Kampus UNM Parangtambung, Indonesia  
  joeele@unm.ac.id  
  https://ojs.unm.ac.id/JoEELE/index 
   081353988845 (Chief Editor) 
 

JoEELE is Indexed by Google Scholar and Cross Reference

Address: Department of English Language Office, DC Building, UNM Parangtambung Campus, Daeng Tata Raya Street, Makassar, South Sulawesi, Indonesia