SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

The Use of Intralingual Subtitle in Animation Video and Vocabulary Self-Collection strategy to Improve the 7th Graders' Vocabulary Mastery at SMPN 13 Malang

Dias Tiara Putri Utomo

Abstrak


Abstrak

 

As one of language components, vocabulary is important for the mastery of language skills. This research was conducted since 7A students of SMPN 13 Malang that the researcher taught during the internship program had problems with their vocabulary mastery. Vocabulary test results in preliminary study showed that 23 (66%) out of 35 students achieved score under the passing grade for English in SMPN 13 Malang, namely 75. This problem needed to be solved since the 7th graders must be well-prepared before facing the next grade.  Therefore, the research problem was formulated as follows. “How can the use of intralingual subtitle in animation video and vocabulary self-collection strategy (VSS) be used to improve the 7th graders’ vocabulary mastery at SMPN 13 Malang?”

The design of this study was classroom action research (CAR). It was conducted in two meetings in one cycle consisting of four steps (planning, acting, observing, and reflecting). The subjects of the study were students of 7A semester 1 at SMPN 13 Malang in 2015/2016 academic year. The instruments used in this study were interview guide for the English teacher, observation notes, video recording, questionnaire, and vocabulary test. The criteria of success set by the researcher were that 75% of the students achieved score equal or higher than 75 in vocabulary test, and 75% of the students showed positive responses toward the implementation of the strategy.

The result of the study showed that (1) 83% of the students or 29 out of 35 students achieved score equal or higher than the passing grade score, showing that the use of intralingual subtitle in animation video and Vocabulary Self-Collection Strategy (VSS) improved students’ vocabulary mastery, (2) the steps of implementing the use of intralingual subtitle in animation video through VSS are formulated as follows.1) The students watched the animation video with intralingual subtitle. Yet before watching the video, the students were instructed to choose one word from the video which they assumed it as important, interesting, or unfamiliar word. 2) The students were divided into several groups which consisted of 3 up to 4 members each group. Thus, there would be 3 till 4 words chosen for each group. 3) The students filled the VSS graph which consisted of one circle and four boxes. 4) Each group presented its works to the whole class. 5) The students and teacher analyzed the word list which had been written on the board, and (3) around 90% of the students showed the positive responses to the implementation of the strategy, showing that the use of intralingual subtitle in animation video through VSS made the students showed the positive responses during the teaching and learning process. The use of intralingual subtitle in animation video and Vocabulary Self-Collection Strategy (VSS) could solve the problem since the students actively engaged with the words and involved in various classroom activities.

Based on result of the study, the researcher suggests that English teacher, especially the seventh graders teachers implement the use of intralingual subtitle in animation video through VSS as an alternative strategy to teach vocabulary. The researcher also suggests that further researchers master the subtitling application so they can use any videos they want. The researcher found difficulty in choosing the suitable videos since she did not master the subtitling application.