The Use of Video in Teaching Vocabulary at the Fourth Grade Students of MI Al-Jihad Palangkaraya

7/24/2019 The Use of Video in Teaching Vocabulary at the Fourth Grade Students of MI Al-Jihad Palangkaraya

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this part, the writer is going to present about the review of related study

that consist of the vocabulary, media, audio-visual media, video as audio-visual

media, teaching vocabulary in elementary school and previous studies.

A. Vocabulary

1. Definition of ocabulary

The Vocabulary is all the words that a person knows or uses.7

ccording to !"iwandono, vocabulary is a part of language components.

The writer states vocabulary is consisted of the words that are used in

language communication, both orally or written.lso, in communication,

vocabulary is a very important element. The meaning of an e#pression

mostly is determined by the vocabulary which is used. $oenardi argues,

from the vocabulary, the meaning of the e#pression is gained, besides from

another element such as intonation and stressing.% vocabulary is defined

as all the words known and used by a particular person. &owever, the words

known and used by a particular person do not constitute all the words a

person is e#posed to.'

!. "in#$ of ocabulary

!"iwandono stated that vocabulary can divided in to active vocabulary

and passive vocabulary. ctive vocabulary is vocabulary actually used,

7 $ &ornby, Oxford Advance1%'7, p.1()*.%

+.$oenardi !"iwandono, Tes Bahasa dalam Pengajaran, andung IT, 1''*, p. /-0.'adilah.http22en.wikipedia.org2wiki2Vocabulary (Online on January, 23, 2011)
http://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Vocabularyhttp://en.wikipedia.org/wiki/Vocabulary


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while passive vocabulary is vocabulary understood.1)3attegno stated that in

4ichards and 4ogers, there are three kinds of vocabulary, they are

a. $emi-5u#ury Vocabulary

$emi-5u#ury vocabulary consists of common e#pression in the daily life

of the target language culture6 this refers to food, clothing, travelling,

family, life and so on.

b. 5u#ury Vocabulary

5u#ury vocabulary is used in communicating more specialied ideas,

such as political or philosophical, and opinion.c. unctional Vocabulary

The most important vocabulary for the learner deals with the most

functional and versatile words of the language, many of which may not

have direct e8uivalents in the learners native tongue.11

There are five essential steps in vocabulary learning, they are

a. &aving sources for encountering new words

b. 3etting a clear image

c. 5earning the meaning of words

d. +aking a strong memory connection between the forms and meaning of

the words

e. 9sing words in sentence.1/

particular word can be a productive or active vocabulary if a learner

knows how to use it actively and appropriately in a correct conte#t. The

transition of a passive or receptive or passive vocabulary into active

vocabulary can happen because of listening or reading the words repeatedly.

1)+. $oenardi !"iwandono, Tes Bahasa...,p. 0.11 :ack ;. 4ichards and T.$. 4ogers, Approaches and Method in Language Teaching,

;ambridge 9niversity


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?inds of vocabulary in active and passive form have own function.

They are usually named as parts of speech. These are the basic introduction

of vocabulary. ccording to +as@ud, parts of speech are

a. >ouns

>ouns are naming words such as persons, places, things, feelings,

ideas, emotions, 8ualities, and activities. A#ample !oni has a new us,

and he parks on the street under a big tree in iler.

Types of nouns are

1B ina,


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*B bstract nouns6 they name ideas, feeling and 8ualities. +ost, though

not all, are uncountable. A#ample health, happiness, honesty,

freedom, etc.

b.


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d"ective describe or modify nouns and pronouns. There are some

types of ad"ectives such as1B d"ective of =uality small, fat, large, poor, short, etc.

/B d"ective of =uantity much, some, little, enough, half, any, etc.

0B d"ective of >umeral one, second, single, two, first, double, etc.

B !emonstrative d"ective this, that, these, etc.

(B


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(B 5inking verbs6 the verbs are used to relate between sub"ect and its

complement. ;ommonly, linking verbs are to be, and verb of the

senses look, taste, smell, feel.

*B 4egular verbs6 the simple past and past participle of the verbs end in G

ed. A#ample hoped, listened, and studied.

7B Irregular verbs6 the simple past and past participle of the verbs do not

end in-ed. roke-broken, came-come, hit-hit.

e. dverbs

dverbs describe verb, ad"ectives, and other adverbs. The types of

dverbs are

1B dverb of manner, they tell HhowF or Hin what mannerF an action

has occurred. A#ample 8uickly, neatly, sweetly, etc.

/B dverb of place and !irection6 they tell HwhereF an action occurred.

A#ample here, down, abroad, anywhere.

0B dverb of time6 they tell JwhenF an action occurs. A#ample

yesterday, today, soon, recently, last week, last year, etc.

B dverb of !egree6 they are the hardest type of adverb to locate in a

sentence. They tell Hhow muchF or Hto what degreeF something

occurs. A#ample very, 8uite

(B dverb of fre8uency6 they tell Hhow oftenF an action occurs.

A#ample always, often, and sometime.

*B dverb of =uantity6 they tell Hhow manyF an action occurs.

A#ample twice, once7B Interrogative dverb6 they are used to ask 8uestion. A#ample where,

why, when, how.

%B 4elative adverb6 they are used as connector in the sentences. A#ample

therefore, besides.

f.


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show how one thing relates to something else or relate one idea to

another. They are putting before the nouns.Types of prepositions are

1B


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/B irst 5anguage D51B interference such as Jfalse friend@-words with

a similar appearance or sound to words in their 51 but with different

meaning. or e#ample, compare s!mpathetic with the rench

sympathi8ue, meaning a Jnice@ person, In 3erman be+ommenmeans

Jto receive@, sometimes resulting in a 3erman speaker saying what

sounds like @I@ll become a glass of beer@ when they mean to say %ll

have a glass of beer.

0B Cords may have different connotations, i.e. the meaning can be

interpreted in different ways De.g.slim"thin"s+inn!B

B student may understand the meaning of a word, but not the

appropriate conte#t in which to use it. This is particularly true of the

language which is especially formal and informal.

b. orm

The spelling may be very different from the sound De.g. coughB.

$tudents may be competent speaker of the language but poor writers.

1B word may be more than one part of speech De.g. it may be a verb

and a nounB.

/B If you teach a word like to rel!, you also need to teach that it is

followed by on.

0B $ome words are irregular De.g. the plural ofperson is people and

the plural ofsheep issheep-.

B !ifferent varieties of Anglish have different spelling e.g.

color"colour.


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(B $pelling patterns are not obvious, e.g. happ!"happierhit"hitting-

c.


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udio media is a media that is useful because of its sounds. The

e#amples of audio media are radio, tape, or compact disc.

/. Visual +edia

+edium can be used based on its function. It is to distribute the

message from the sources to the receiver. The e#amples of visual media are

picture2photo, sketch, diagram, chart, cartoon, map, globe, flannel board.

0. udio-visual +edia

It is a medium that is useful because of its sound and picture.

Television DTVB and video are the e#ample of this kind of media.

+edia is an e8uipment activity as mediator to help teaching learning activity

which give visual e#periment to the student give motivation to study, e#plaining

make easy comple# concept and abstaract be more simple and clearly, concrete

and be esier to understood.1(

In teaching learning process, media are help teachers and their study

activities, acording to sud"ana and rivai, there are some function of media in

teaching learning process6

1. The teaching learning process will increase studentLs attention, som that

it can develop learning motivation.

/. The meaning of the material that be taught is easy to understand and it

also makes the purpose of teaching very well.

0. Taching would be more variety it is not only limited on teacher

instruction, so this way the student does not fell bore.

1(

!avid . 3uralnik, $ebster/s ne$ $orld dictionar!, E#ford M I& publishing co6 1'7.


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. The student are more diligent to study because they are not only listening

from the teacherLs e#planation but student also do the other activities

observe, to demonstrate,and other.1*

The writer takes one kinds of media for this study, it video as audio

visual media by using the teacher when teaching vocabulary.

C. Au#io*i$ual )e#ia

1. Definition of au#io*i$ual &e#ia

udio-visual media as well as media is called by video. Video is the

medium used to convey the message of learning. In the video media, there are

two elements are united with each other audio and visual. The e#istence of

audio elements allow students to be able to receive messages of learning

through auditory, visual elements while allowing the creation of messages

learned through the form of visualiation.

ccording to 4onal nderson, the video media is a series of electronic

images are accompanied by audio sound elements also have a picture element

that is poured through a video tape. The series of electronic images are then

rotated with a tool that is a video cassette recorder or a video player. 17

!. "in#$ of au#io*i$ual &e#ia

1*>ana $ud"ana dan hmad 4ivai, Media Penagajaran, andung $inar aru lgesindo,/))/, p./'.

17

4onal & nderson,Pemilihan dan Pengembangan media ideo Pembelajaran, :akarta 3rafindo


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a. Television DTVB

Television DTVB has its good side. It can be entertaining and

educational, and can open up new worlds for kids, giving them a chance

to travel the globe, learn about different cultures, and gain e#posure to

ideas they may never encounter in their own community. $hows with a

pro social message can have a positive effect on kidsN behavior6 programs

with positive role models can influence viewers to make positive lifestyle

changes. &owever, the reverse can also be true ?ids are likely to learn

things from TV that parents donNt want them to learn. TV can affect kidsN

health, behavior and family life in negative ways.

great deal is known about children and television, because there

have been thousands of studies on the sub"ect. 4esearchers have studied

how TV affects kidsN sleep, weight, grades, behavior, and more. It@s

worth looking at what the research says when deciding how to manage

television in your family.

$pending time watching TV can take time away from healthy

activities like active play outside with friends, eating dinner together as a

family, or reading. TV time also takes away from participating in sports,

music, art or other activities that re8uire practice become skillful.

TV viewing starts earlier than other forms of media-often

beginning before age two. In recent years, TV, video and !V! programs

geared to babies and toddlers have come on the marketOand now even a

cable channel for babies. Ce donNt know yet what effect TV-viewing by


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babies may have on their development. Ce do know that time spent

watching TV replaces time spent interacting with caregivers and other

children. $ocial interaction is critical to a babyNs healthy development.

b. Video

Video is an udio-Visual media featuring motion, increasingly

popular in our society. The messages can be presented as well as fictional

facts6 can be informative, educational and instructional. +ost of the tasks

can be replaced by video films. ut it does not mean that the video will

replace the position of the film.

Video media is one type of audio visual media, e#cept film which

has been developed for learning purposes, usually packaged in the form

of V;!.

$ome advantages of video such as

1B To draw attention to short periods,

/B The video tape recorders large number of viewers to obtain

information from e#perts or specialists,

0B $aves time, and

B ;an observe more closely the ob"ect being moved.1%

c. !V!

!V!, introduced in 1''* and initially baptied as !igital Video

!isc, soon became known as !igital Versatile !isc. It is the ne#t

generation of optical disc storage technology, which shares the same

overall dimensions of a ;!, but with significantly higher storage

capacities-holding from to /% times as much data. $ingle sided !V!s

1%

Phuldyn,Media Pembelajaran Audio)visual, +akassar 9niversitas Islam >egeri D9inBlauddin, /)1/, http22huldyn.wordpress.com2/)1/2)021(2makalah-audio-visual2, p. *
http://zhuldyn.wordpress.com/2012/03/15/makalah-audio-visual/http://zhuldyn.wordpress.com/2012/03/15/makalah-audio-visual/


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can store .73 for single layer and %.(3 for dual-layer disks. !ouble-

sided !V!s can store '.3 for single layer and 173 for dual-layer

disks.

Today most !V!s are used to display full-length commercial

motion pictures, plus additional material such as outtakes, director@s

notes, movie trailers, etc. !V!-player can as well be connected to a

television screen as to a computer screen, which allows the teacher to

choose whether he or she wants the students to look at the material

individually or in a group.1'

D. Vi#eo a$ Au#io*i$ual )e#ia

1. T+e u$e of i#eo in teac+in' ocabulary

udio-visual material provides a rich medium for teaching and

learning. Video can effectively communicate comple# information to a

student and, if used creatively, can become a powerful e#pressive tool. This

short paper looks at some potential benefits and challenges associated with

using video materials in teaching and learning.

The instructional video can later be video recordings learning

activities recorded and displayed in the form of video or animation in the

form relating to the material being taught. ecause of its video, then he

would flow like a movie. There are no interlinking facilities in earlier films.

Video material can come from your recordings as if they were taught in the

lab, doing workshops, desktop recording with ;amtasia Dan application of

1' +arie i"nens, +athy Vanbuel, $oetkin Verstegen and ;live Koung, #andboo+ on

0igital ideo and Audio in 'ducation,


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desktop recorder for


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The teacher will pause, rewind and fast forward the video. he will use

it as a tool for reference of language and study points.

3enerally video activities are divided into 0 main types or stages


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ties to a$e be sure that they can say it in a correct

pronunciation"f" The teacher opens the paper, which covers the written

word and as$s the to say the word once again" The

teacher as$s the to write the word on their boo$s"g" #fter &nishing in playing video, the teacher as$s the

students to close their boo$s and one of the coes

forward to clean the whiteboard"h" The teacher continuing the video" student one by one

randoly will coe forwad to write the vocabulary fro

video shown that they reeber" The students have to

ention the nae of the vocab thet they are writen in

nglish with correct pronunciation"

E. Teac+in' Vocabulary at Ele&entary -c+ool

Teaching is process of communication. It has to be created through the

way of teaching the message or information by every teacher and student. The

message can be knowledge, skill, ideas, e#periences, and many others.

5earning process is a kind of communication, because it is an activity of

transferring the message from the resources of the knowledge by using certain

instructional media to the leaner. +edia were several of tools which were used

by teacher to transmit ideas to student. +edia is the medium or appliance able

to be used to get communications more fluency and can in the form of software

or hardware.

Teaching vocabulary for elementary school can be used in class or as a

self study book. It is intended to take learners from a very basic level of


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vocabulary to a level where they can use around /,))) words and phrases. The

vocabulary has been chosen for its usefulness in everyday situations, and the

authors consulted a written and spoken corpus of present-day Anglish to help

them decide on the words and phrases to be included. $ome traditional ones

such gap-filling, but also more open Gended ones and personilised activities

which enable learners to talk about their own lives. lthough the activities an

e#ercises are designed for slef-study, they can be easily adapted for fair work,

group-work or whole Gclass activities in the usual way. The key sometimes

gives alterntive answers to the e#ercises, and also usually gives possible model

answers for the more personalised ones.

Chen the learners have worked through a group of units, it is a good idea

to repeat some of the work Dfor e#ample, the e#ercisesB and to e#pand on the

meaning and use of key words an phrases by e#tra discussion in class, and find

other e#amples of the key items in other te#ts and situations. This can be done

at intervals of one to three months after first working on a unit. This is

important, since it is usually the case that a learner needs five to seven

e#posures to a word or phrase before they can realy know it, and no single

book can do enough to ensure that words are always learnt first time./)

1. T+e Princi,le of Teac+in' Vocabulary

There is no QrightQ or QbestQ way to teach vocabulary. The best

practice in any situation will depend on the type of student being taught, the

words targeted, the school system and curriculum, and many other factors.

/)+ichael +c ;arthy and elicity EL!ell,'nglish ocabular! in 1se 'lementar!, Angland

Arlangga, /))),


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number of principles, however, should be considered when developing a

vocabulary component to a language course, some of which I@ll outline here.

a. &ow +any Cords and Chich Cords to Teach

4esearch shows that learners need to know appro#imately '% percent of

the words in written or spoken discourse in order to understand it well.

4eaching this percentage of coverage in written te#ts takes about

%.)))G'.))) word families. The spoken mode re8uires slightly fewer

word families, about (.))) G 7.))). word family consists of the root

DstimulateB, its inflections Dstimulates, stimulated, stimulatingB, and its

derivatives Dstimulation, stimulativeB. Thus, each word family will have

several members. or e#ample, *.))) word families e8uals about

/%.))) individual words, and %.))) families e8uals about 0(.)))

words./1

b. A#plicit Teaching

number of principles for the e#plicit teaching of vocabulary

have been suggested, such as the following

uild a large sight vocabulary.

Integrate new words with old.


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Ancourage independent learning strategies.

!iagnose which of the most fre8uent words learners need to study.


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b. The gap in levels of word knowledge among children.

c. The gap in levels of word knowledge begins even before children enter

school.

d. Traditional vocabulary instruction does not teach children word-learning

strategies and how to appreciate words./0

ased on the theoritical basis above, the writer has found and

e#plained what is the problem of teaching vocabulary using video media by

the teacher of the fourth-grade students of +I l-:ihad


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teaching vocabulary. To get the result of the study, she used e#periment

8uantitative to investigate the problems of the study, while in this study the

writer will use descriptive 8ualitative.

$econd, related to this study, the writer found the previous study about

audio-visual aid. This study was written by +ayasyarah, one of the Anglish

students of the $tate Islamic ;ollege of


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Third the writer took to the study that created by >i@mah. &er study

described kinds of media that was used by Anglish teacher at senior high

school, how teacher used the media in teaching Anglish, the benefit of using

media and the weakness of using it. This study used 8ualitative design. The

sub"ect of study was one Anglish teacher of second grade at senior high school.

The data were obtained trough observation and interview. The results of this

study showed that the teacher used several of teaching media they are visual

media consist of whiteboard, real ob"ect, overhead pro"ector and te#t book.

udio media consist of radio, tape recorder and language laboratory. udio-

visual media consist of V;! player, television and ;omputer2 internet. The

teacher used appropriate media for teaching in each Anglish skill. /*

This study has different with >i@mah@s study above because of this study

more specifically than >i@mah@s about the media used. >i@mah@s study

describes about general of the media and the writer describes about a kind of

its media.

/*

Kuniani +iftahul >i@mah, A &tud! of 1sing Media in Teaching 'nglish at &M1 ;Madiun, Thesis, +alang 9niversity of +uhammadiyah +alang, /))7.

The Use of Video in Teaching Vocabulary at the Fourth Grade Students of MI Al-Jihad Palangkaraya

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