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CHAPTER II DISCUSSION
In this chapter, the writer presented two main parts, namely a review of related literature and discussion. In the review of related literature, the writer reviews some
theories used as the references of this study. Then, the writer drew conclusions and made recommendations.
A. Review of Related Literature
In this part, there are some important concepts related to the research. The concepts are 1 Teaching Vocabulary, 2 Teaching Vocabulary to High School
Students and 3 Movies as Teaching Media.
1. Teaching Vocabulary
It is imperative to know that “words” are the main participants within this big section of systems of the language called “vocabulary”. In the process of teaching
vocabularies, it is essential to make a relevant connection between the context and the meaning of the words that teachers will apply. There are four procedural stages
of system in emphasizing students’ vocabulary. First, the learner notices the word through visual elements for instance flashcards and pictures. Second, the stage of
recognition with help, we can find activities as truefalse, matching, multiple choices and so on. Third, the stage of recognition on hisher own where activities
as the previously mentioned appear, but these produced by the capacities of each learner without teacher’s help. Finally, the last stage of production is where the
9 learner produces activities. For instance dictation, answering questions, guessing
games, etc. According to Brown 2001, there are five main tips in this category: First is
allocating specific class time to vocabulary learning. Teacher should give more than one time in learning vocabulary to the students. It helps student in gaining the
vocabulary. Second is helping students to learn vocabulary in context. The third is “playing down the role of bilingual dictionaries”. The idea is not to generate an
instant response given by a bilingual dictionary, because learners need to internal the word in order to later recall and use it. The fourth “encouraging students to
develop strategies for determining th e meaning of words” related to clues and
examples that the teacher gives to students, so they can deduce the meaning of words. The last is “engaging in unplanned vocabulary teaching” where the teacher
provides the meaning of extra words asked by students, which not prepared by him for the lesson; the teacher gives an impromptu class trying to explain to student’s
new words p. 377.
2. Teaching Vocabularies to High School Students
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