THE INFLUENCE OF USING FILMS IN TEACHING - LEARNING PROCESS ON VOCABULARY MASTERY OF FOURTH GRADE STUDENTS OF SD TAMBAKBOYO 2 BATANG IN THE SCHOOL YEAR 2003/2004 - Test Repository
THE INFLUENCE OF USING FILMS IN TEACHING -
LEARNING PROCESS ON VOCABULARY MASTERY
OF FOURTH GRADE STUDENTS OF SD
TAMBAKBOYO 2 BATANG IN THE SCHOOL
YEAR 2003/2004
THESIS
Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of Saijana Educational Islamic Studies (S.Pd.l) in the English and Educational Department
Yun Dhivaaul Farikhah
NIM: 113 99 066
ENGLISH AND EDUCATION DEPARTMENT
STATE ISLAMIC STUDIES INSTITUTE ( STAIN )
SALATIGA
2004
DEPARTEMEN AGAM A SEKOLAH TINGGI AGAM A ISLAM NEGERI (STAIN) SALATIGA Jl. Tentara Pelajar 02 Telp.(0298) 323706,323433 Fax.323433 Salatiga 50721 Website:
DEKLARASI
BismllahirrahmanirrahimDengan penuh kejujuran dan tanggung jawab, peneliti menyatakan bahwa skripsi ini tidak berisi materi yang pernah ditulis oleh orang lain atau pernah diterbitkan. Demikian juga skripsi ini tidak berisi satupun pikiran-pikiran orang lain, kecuali informasi yang terdapat dalam referensi yang dijadikan bahan rujukan.
Apabila di kemudian hari ternyata terdapat materi atau pikiran-pikiran orang lain di luar referensi yang peneliti cantumkan, maka peneliti sanggup mempertanggungjawabkan kembali keaslian skripsi ini di hadapan sidang munaqosyah skripsi.
Demikian deklarasi ini dibuat oleh peneliti untuk dapat dimaklumi.
Salatiga, 5 Januari 2004 Peneliti
Yun Dhiyaaul Farikhah
NIM: 113 99 066 Drs. Sa’adi, M.Ag The Lecture of Education Faculty
State Islamic Studies Institute Salatiga ATTENTIVE COUNSELOR NOTES Salatiga, 9th February 2004
Case: Yun Dhiyaaul Farikhah’s Thesis Dear The Head of State Islamic Studies Institute Salatiga Assalamu’alaikum Wr.Wb.
After reading and correcting Yun Dhiyaaul Farikhah’s Thesis entitled
“THE INFLUENCE OF USING FILMS IN TEACHING - LEARNING
PROCESS ON THE VOCABULARY MASTERY OF THE FOURTH
GRADE STUDENTS OF SD TAMBAKBOYO 2 BATANG IN THE
SCHOOL YEAR 2003/2004”I have decided and would like to propose that if could be accepted by the educational faculty, I hope it would be examined as soon as possible.
Wassalamu’alaikum Wr.Wb. Drs. Sa’adi M.Ag NIP. 150 526 821
m
D E P A R T M E N T O F R E L IG IO U S A F F A IR S
STATE ISLAM IC STUDIES INSTITUTE
(STAIN) SALATIGA
J l Tentara Pelajar 02 Telp.(0298) 323706,323433 Fax.323433 Salatiga 50721
Website:
STATEMENT OF CERTIFICATION
THE INFLUENCE OF USING FILMS IN TEACHING-LEARNING
PROCESS ON VOCABULARY MASTERY OF THE FOURTH GRADE
STUDENTS OF SD TAMBAKBOYO 02 BATANG IN THE SCHOOL
YEAR 2003/2004
YUN DHIYAAUL F.
NIM. 113 99 066
Has been brought to the board of examiners in February, 14th 2004/Dzulhijjah, 23rd 1424 H, and hereby considered to completely fulfill the requirement of Saijana degree in the English Department of Education Faculty.
Dzulhijjah, 23rd 1424 H. Salatiga, ------------------------------- February, 14th 2004 M.
Board of Examiners
IV
MOTTO
“Mother U ' the^yrnhoi/ of true/ love^ “
ABSTRACT
Yun Dhiyaaul F. (2004): The Influence o f Using Films in Teaching-Learning
Process on the Vocabulary Mastery o f the Fourth Grade Students o f SD
Tambakboyo 2 Batang in the School Year 2003/2004. A Paper. Salatiga. English
Department Faculty of Education, STAIN of Salatiga.
Vocabulary mastery is very important to support communication. In fact the students’ vocabulary mastery is very low. The condition above is caused by both internal and external factors. One of the external factors is the inappropriate technique in teaching English vocabulary. To solve the problem, the researcher attempts to use films in teaching English vocabulary to the fourth grade students of SD Tambakboyo 2 Batang in the school year 2003/2004.
The purpose of conducting this research is to prove that there is significant difference of using films in teaching-learning process on the vocabulary mastery of the students and to know how much the significance of the difference between the result of teaching English vocabulary using films and using pictures is. She compares the result of teaching English vocabulary using films with the result of teaching English vocabulary with pictures.
By reviewing related theories, the researcher can assume two hypothesis as follows:
1. There is a significant difference in students’ achievements between those who are taught with films and those who are not (or taught with pictures).
2. The students whose teacher uses films in teaching English vocabulary have better vocabulary mastery than those whose the teacher does not do so.
In order to know the differences of the results, the researcher took 40 students as samples. The sampling technique of the research is Classical Random Sampling. She uses the procedure; making a list of names of the students, the students who get even numbers are classified in to the experiment group, and the students who get odd numbers are classified in to the control group. Each group consisted of 20 students. They were treated differently, especially in the teaching technique. To know whether the different means are significant or not, the researcher used T-test.
The result of the research that the difference of the means is 3,04 and that it is significant in the T-test with the df (db) = 19 and the significant level of 5% shows that the use of films in teaching English vocabulary is really effective. Thus, the hypothesis above proves true.
Based the above statement the researcher suggests that the English teachers in Indonesia should use films in teaching English vocabulary, since it is proved that the technique is really effective in increasing vocabulary mastery.
ACKNOWLEDGEMENT
First of all, the researcher gives praise and thanks to Allah SWT for his blessing and mercy, so that this Thesis was completely done. All the marvelous guidance in wonderful ways given to the researcher in facing difficulties and uncertainties.
However, this success would not be achieved without the support, guidance, advice, help and encouragement from individuals and institutions.
Therefore, let her say thanks to: 1. Drs. Badwan, M. Ag as the Chief of STAIN Salatiga.
2. Drs. Sa’adi, M.Ag as the Chief of TBI and as the consultant of writer. Thanks for giving her suggestion, criticism, knowledge, wisdom, attention and kindness.
3. Mrs. Woro R., M.Pd, Mr. Ari, Mr. Hammam, Mr. Hanung Triyoko and Mr.
Ruwandi, my lecture who always give advice, suggestion and guidance patiently.
4. The Beloved Family: Mom, Dad, My Sisters and Brothers who have given a true love, support and valuable lessons. Thank you for everything.
5. “My Bald” who always “brownies”. Without his “light”, all of this paper would not have been able to finished.
6. The Headmaster of SD Tambakboyo 2 Batang.
Finally, the writer expects to the constructive criticism and suggestions from the readers because this paper is still far from being perfect. And this Thesis is expected to be able provide useful information to the readers.
Salatiga, February 2004,
The Writer
TABLE OF CONTENTS
CHAPTER I INTRODUCTION
I. The System o f the Thesis Presentation
10 CHAPTER n REVIEW OF RELATED THEORIES OF TEACHING
VOCABULARY
K. How to Teach Vocabulary by Using Films for
L. Direction on Preparing the Film Lesson and the
XI
CHAPTER HI THE METHOD OF THE RESEARCH AND DATA PRESENTATION
CHAPTER IV THE ANALYSIS OF THE DATA
CHAPTER V CLOSURE BIBLIOGRAPHY APPENDICES
CHAPTER I INTRODUCTION A. The Background of the Study In Indonesia, English has become one of the local contents in elementary schools. The lesson is taught in the fourth, fifth, and sixth grades. The purpose of teaching the lesson is to introduce English to students as the
first foreign language. Furthermore the purpose of the teaching is emphasized more on enabling the students to comprehend some information and simple utterances.1
Usually, the first material to teach to children is vocabulary. As beginners in learning English, of course, they find difficulties in learning and mastering the new vocabulary. It can be understood because they have never used the language before. Teachers also find difficulties in making the students understand the vocabulary they learn. Most of the English teachers use the traditional method in teaching vocabulary. They usually read the new words or write them on the blackboard and ask the students to repeat them after the teachers. The teachers expects the students to be able to memorize the words as soon as possible and as many as possible as well. The problem which commonly appears is that the students easily forget the words which they have just learned and get bored while they are reading some reading materials.
1 Depdikbud, GBPP M uatan Lokal Sekolah Dasar M ata Pelajaran Bahasa Inggris, Semarang, Pustaka Baru, 1995 ccording to Allen, programs that are prepared to equip language teachers give little attention to techniques for helping students learn vocabulary. Because of this, the teachers become poor in techniques to teach vocabulary. The teachers never apply a new technique, for example teaching vocabulary by using films.2
Based on the explanation above, the researcher tries to combine the lesson in the classroom which is boring with the films which interest children.
That is the reason why the researcher has chosen the title of this paper “The Influence of Using Films in Teaching - Learning Process on the Vocabulary
Mastery of the Fourth Grade Students of SD TAMBAKBOYO 2 Batang in the School Year 2003/2004”.
B. The Statement of the Problem
By conducting this research, the researcher formulates the problem as follows:
1. Is there any significant difference of students’ vocabulary mastery between those who are taught with films and those who are not?
2. Are the students whose teacher uses films in teaching vocabulary have better vocabulary mastery than those who does not do so?
C. The Objective of the Study
Related with above assumption, the researcher aims to know:
2 Allen V F, Techniques in Teaching Vocabulary, Oxford, Oxford University Press, 1983, P:1
2
1. Whether there is a significant difference of students’ vocabulary mastery between those who are taught with films and those who are not.
2. Whether the students whose teacher uses films in teaching vocabulary have better vocabulary mastery than those whose the teacher does not.
D. Definition of Terms
1. Influence
According to Hornby, influence is power to affect somebody’s character, beliefs or actions through, person, fact, etc that exercises such power, action of natural forces, power due to wealth, position.3
Influence is a flowing in or upon; influx, Hence, in general, the bringing about of an effect, physical or moral, by a gradual process; controlling power quietly exerted; agency, force, or tendency of any kind which the sun exerts on animal and vegetable life; the influence of education on the mind; the influence, according to astrologers, of the stars over affairs, Power or authority arising from elevated station, excellence of character or intellect, wealth, etc.; reputation; acknowledged ascendancy; as, he is a man of influence in the community.4
In order words, the use of film can suit the students need in learning English vocabulary or not.
3 Hornby, Oxford Advanced Learners Dictionary o f Current English, London: Oxford University,
1985, P:312 42. Vocabulary
Vocabulary is all the words known to a particular person; the special set of words used in a particular kind of work, business; a list of words, usually in alphabetical order and with explanation of their meaning.3
Grolier also says that vocabulary is a list of words and often phrases, usually arranged alphabetically and defined or translated a lexicon or glossary; all the words of language; the sum of words used by, understood by, or at the command of a particular person, social group, profession, trade or the like.5 6
3. Film
Films are series of filmed image viewed insufficiently rapid succession to create the illusion of motion and continuity.7 8 While according to Encyclopedia International, film is in fact, both an art form and a medium of mass entertainment, and in the latter capacity it has had a significant impact in a sociological sense. In addition, it has a background o rooted in science and technology.
5 Longman Group, Longman Dictionary o f Contemporary English, Great Britain, Bath, The Pitman Press, 1981, P:1229
6 Grolier, The Grolier International Dictionary, Volume 1, United States o f America, Maynard, Massachusetts, Inforonics Inc, 1981, P: 112
1 Ib id , P:365
8 Grolier, Encyclopedia International, New York, Grolier Incorporated, 1973, P: 112
4. Mastery
Mastery is great skill and knowledge.9 It means that students are hoped to have the capability of vocabulary the usage of film.
(n.) The position or authority of a master; dominion; command;
supremacy; superiority, (n.) Superiority in war or competition; victory; triumph; preeminence, (n.) Contest for superiority, (n.) A mastery operation; a feat, (n.) Specifically, the philosopher's stone, (n.) The act process of mastering; the state of having mastered.10
5. Elementary School (SD)
Elementary School is a school for young children, usually the first 6 or 8 grades, equal with the Elementary School, which means as an institution for educating children. In this study, what Elementary School students mean are fourth grades of SD Tambakboyo 2 in Batang.
6. 2003/2004 It refers to the period of writer’s research.
E. The Theoretical Framework
It is important for students to master English vocabulary, because it will support the students’ ability to master the four language skills: reading, speaking, writing and listening.11 The problem which commonly appears in teaching vocabulary is that the students easily forget the new words that they
9 Hornby, op.cit., Page 356 10
11 Harris, David P, Testing English as a Second Language, United States of America, Me. Grow Hill Inc., 1969, P:9 have just learned, beside usually teachers use a traditional method, that is by reading the new words and expect the students to memorize the words as soon
12 as possible and as much as possible as well.
Using films in teaching vocabulary is expected to be able to solve the problems. In this case film has a special value; it shows messages with model and visualization, while the other ways above do not have the value. That is why children both at villages and towns love to watch films on television; even they spend their time in front of the television.13
Logically; the teaching of English will not be boring anymore if the teacher uses the media which interest children: films. Through something that can be seen, the messages can be memorized longer than through something that can be heard, or can be read only. By using films in teaching vocabulary, the researcher expects that it will able to increase the motivation of the students to learn English, and that the lesson will be interesting, so the problem in teaching vocabulary can be solved.
F. The Significance of the Study
The researcher hopes that the research of using films in teaching vocabulary will be useful for both the teachers, the students and the school of SD Tambakboyo 2 Batang.
12 Allen V. F, op.cit., P: 1
13 Hamalik Oemar, Drs, M edia Pendidikan, Bandung, Alumni, 1977, P:102 \
1. The Teachers The positive result of this research will support them to apply this technique in teaching vocabulary, so they will not be confused anymore in choosing the appropriate technique.
2. The Students The positive result of this research will support them to increase with the material of the vocabulary mastery which they have learned and it is expected get better achievement in teaching-learning of vocabulary mastery.
3. The School The Positive result will support the school to provide the film equipment’s such as TV, video and films for teaching vocabulary because the English lesson will be more effective by using films.
G. Hypothesis
The researcher tries to determine the hypothesis of the research, as follows:
1. There is a significant difference in students’ achievements between those who are taught with films and those who are not.
2. The students whose the teacher uses film in teaching vocabulary have better vocabulary mastery than those whose the teacher does not do so.
7
H. Methodology
1. Population
Suharsimi Arikunto, in the book “Prosedur Penelitian: Suatu
pendekatan praktek”,
states the population is all members of the research subject.14 In the population of this research is the fourth grade students of SD Tambakboyo 2 Batang in the school year 2003/2004, which member in the 40 students.
2. Sampling & Sample
Sampling is technique that used to take sample.15 Whereas sample is a part of population representative which written.16 The sampling technique of the research is classical random sampling, in which every member of the population has the same opportunity to be the sample of the research. In this research, the writer takes one class as the sample at the fourth year students of SD Tambakboyo 2 Batang in the school year 2003/2004, there are 40 students.
3. The Method of Analysis
The data analysis method that is need in this research is comparative analysis. The means of both groups are compare, so that the researcher will find whether or not there is a significant difference in the result between the two groups. In order to know the level of ability of both
14 Arikunto, Suharsimi, Prosedur Penelitian: Suatu Pendekatan Praktek, Jakarta, Rineka Cipta, 1998, P:115
15 Ibid, 1992, P: 67 16 op.cit., P: 115
8 the experiment and the control groups before, the are given the treatments. In this case the researcher uses t-test simple randomized design as follows:
t
= ° SEMn
Explanation:
t„
= Coefficient of the Mean of Difference
M d = Mean of Difference:
HD
M d =N
H D =
The Total of Differential between Variable X and Variable Y:
D = X - Y N = Number of Cases m
SE = Standard Error of M D SEU_ - SD° D yfWH T
SD d = Standard Deviation of D
( H D 2) ) H D )
s d d=
l N J l N J
N=
Number of Cases If the result shows that t0 is less than or equal with t-table, the hypothesis states that the level ability of experiment group and control group are accepted.
9 The acceptance or refusal of those hypothesis is based on the degree of freedom (df) of each test and the coefficient is obtained from the calculation of statistics ( N - 1). The degree of freedom (df) of each t-test in this research is the amount of the group tested that is : (20 - 1 ) = 19.
From the table of significance 5% and 1% (Ho) will be accepted if the result t-test is less than the figure shown on t-table Ho is refused and Ha is accepted.
I. The System of the Thesis Presentation
This thesis is devided into five chapters. Chapter 1 contains introduction which covers the background of the study; the statement of the problem; the objective of the study; the theoretical framework; hypothesis; methodology: population, sampling & sample, and method of analysis; definition of terms; the significance of the study; identification of the problem; and the system of thesis presentation.
In Chapter II, the writer presents the review of related literature of the study by describing theoretical foundation and research hypothesis.
In chapter III, the writer presents the research of methodology which includes the type of the research, the population, the sample and sampling technique, the groups of the data, research instrument, research procedures and the ends is the methods of data analysis.
I
10 Chapter IV, the writer presents the analysis of the data interpretation which discusses the result of the test. The writer ends the thesis by giving conclusion and suggestion in chapter five.
11
CHAPTER H
REVIEW OF RELATED THEORIES OF TEACHING VOCABULARY
A. The Definition of Vocabulary
Vocabulary is the total number of words, which makes up the language. It can be defined, roughly, as the words we teach in the foreign language.1
Based on Longman Dictionary of Contemporary English, vocabulary is all the words known to a particular person; the special set of word used in a particular kind of work, business, a list of a words, usually in alphabetical order and with explanation of their meaning.2 3
While based on The Glolier International Dictionary, vocabulary is a list of words and often phrases, usually arranged alphabetically and defined or translated a lexicon or glossary; all the words of language; the sum of words used by, understood by, or at the command of a particular person, social group, profession, trade or the like.
However, a new vocabulary item may be more than a single word, for example; post-office, mother-in-law, etc, which are constructed of more than one word but expressing one single meaning unit. There are also multiword idioms such as ‘call it day’, where the meaning cannot be deduced from an
1 Hornby, Oxford Advanced Learners Dictionary o f Current English, London: Oxford University,
1985, P:9592 Longman Group, Longman Dictionary o f Contemporary English, Great Britain, Bath, The
Pitman Press, 1981, P: 1229
3 Grolier, The Grolier International Dictionary, Volume 1, United States o f America, Maynard, Massachusetts, Inforonics Inc, 1981, P: 112 analysis of words that make up the phrases. Realizing the above cases, a useful convention is to cover them by talking about vocabulary ‘items’ rather than ‘words’.
In learning vocabulary, it is important for the students to understand the meaning of the new language that they are learning. We know that “the end of language is the communication of meaning”. People talk in order to express the meaning of their thoughts, and they listen in order to discover the meaning of what others say. Without meaning there would be no real point in language.
The teachers also need to know whether the students have understood the new language so that they can organize their teaching accordingly.
Based on the explanations above, it can be summarized that vocabulary is the total number of words and often phrases, which make up the language. They are learned to achieve the end of language; the communication of meaning.
B. Kinds of Vocabulary The teachers should also consider the first decision that must be made.
It is whether to test the student’ active or passive vocabulary, those are the words they should use in their speech and writing or those they will need merely to comprehend, especially in their reading.4
£ vv . g |
4 Harris, David P, Testing English as a Second Language, United States o f America, Me. Grow Hill Inc., 1969, P:48
According to Allen and Vallete, concrete words are the easiest to learn. Neither younger nor older students have trouble in learning numbers, days of week, colors name as objects and the like. Some difficulties arise in using these words in sentences. For this reason, words are generally taught in context. Adverbs and adverbial expression are difficult to learn. Many practices with adverbs are necessary in all languages. Some teachers give native language equivalents of new words. This is often the most direct way to teach adverbial expressions and abstract terms.5
A teacher needs to rely on certain criteria of vocabulary selection in order to meet the needs of various goals and condition. In oral vocabulary, for instance, the criteria should be including range of usefulness and regularity fitting in the pattern taught. A word that can be used in more than one area will be preferred to as one that is restricted to a single contextual area. For listening and reading the criteria should be frequency of occurrence, since the students will usually have no control over the words that he will encounter.
Beside many kinds of vocabulary above, also there are productive and receptive vocabularies. The former is all the words people use in speaking and writing, while the latter is all the words people understand when reading and listening.
The teacher can decide which words he should teach on the basis of how frequently they are used by the speaker of the language. The words,
5 Allen E. D and Vallete M R , Classroom Techniques; Foreign Language and English as a Second
Language, San Diego, New York, Chicago, Washington D C , Atlanta, Harcourt Brage Jofanovich Publisher, 1977, P:84 which are most commonly used, are the ones he should teach first. Like the word “table” which means a piece of furniture consisting of a flat top supported on one or more legs is more commonly used for the first language learners than the word “table” which means list of facts or figures systematically arranged, especially in columns. Another principle is coverage. A word is more useful if it covers more things than if it only has one very specific meaning. Like the word “vehicle” which covers a number of kinds of means of transportation is more useful for the elementary language learners than the word denoting the names of vehicles such as bus or truck or motor cycle, etc.
The decision about what vocabulary to teach and learn will be heavily influenced by information we get concerning with it is frequency and use. But this information will be assessed in light of other consideration such as topic, function, structure, needs and wants.
Briefly speaking, due to the conditions of each individual students, it is necessary to know that in teaching vocabulary the teacher should select words whose meaning is easy to make clear, the words are commonly short and easy to pronounce.
15
C. The Teaching of English in Elementary School
1. The Purpose
Teaching English in Elementary School aims that students have four language skills: listening, speaking, reading, and writing in English, these things are to support industry and tourism sectors in the region.6
The other purpose is that students have language competence (mastery in pronunciation, vocabulary and structure) and language performance (ability to use language competence factors in a simple way).
2. The Material
The materials of teaching English in Elementary School are words and simple sentence about things around students, family, school, geographic, and communication between the students with their environment. From the explanation above, teaching the material include phonology, vocabulary, structure, culture, literature and diacritics.7
3. The Principle
Teaching vocabulary to young children is different from teaching it to high school students and adult. Elementary School pupils are young learners with their own characteristics-biological, cognitive, affective, personality, and social characteristics. They like doing things, playing games and singing a song. The main objective of the English lesson in this early stage of education is to let students know that beside their native and
6 Depdikbud, GBPP M uatan Lokal Sekolah Dasar M ata Pelajaran Bahasa Inggris, Semarang, Pustaka Baru, 1995
1 Ibid
national language they can also have a foreign language. They are expected to be interested in learning languages. It is hoped that they are able to comprehend simple oral and written English expression.
The age of learners, their language aptitude, their learning strategies, their motivation, and their social-economic background will be important factors to be considered by program developers and the decision-makers. Formulating the instructional objectives and selecting the appropriate materials and strategies might the first priority before deciding to teach English in the Elementary School.
4. The Technique
Children differ from adult in many ways. Consequently, teaching them requires different approaches. According to Mathias Sinaga in Sadtono, the following are points to consider when teaching children:8
a. Teach one thing at a time Children are able to deal with one thing at a time without much difficulties. Teaching or presenting a lot of things to them at once may cause frustration and failure, not only on the part of the students but also that of the teacher. Therefore, the syllabus should be arranged in such a way that every lesson does not have too many things in it. If it does, they should be done separately and step by step.
8 Sadtono E., The Development o f TEFL in Indonesia, Malang, The English Department of IKIP Malang, 1991 b. Activities should vary Children cannot be expected to sit down and do a certain activity for a long time. Therefore, activities should be short and varied to allow a change of mood on the part of the children. Variety could be in the form or type, organization, and degree of difficulty.
c. Lesson should be interesting As children like playing and moving, activities could be done in the form of games and sometimes involve movements. Every game played, of course, has to have language pay-off in itself, that is a language item which is practiced, learned, and gained in or after playing the game.
d. Lesson recycle It is surprising to note that children pick up new things easily and quickly but at the same time forget them quickly. This is because they have a relatively weak long-term memory. Therefore, the lesson should be recycled and students ought to be reminded frequently of what they have learned. Again this should be done through new activities which differ from the previous ones. Children are reluctant to do the same activities following the same procedures. This could be done as a revision at the beginning of the following lesson. Syllabus should be designed with this mind.
D. The Definition of Film
According to Grolier International Dictionary, films are series of filmed image viewed insufficiently rapid succession to create the illusion of motion and continuity.9 While based on Encyclopedia Americana, film is like painting; presents a two dimensional image within the confines of frame. It is like music; it manipulates its material within the dimension of time. It is like dance; it is like choreographed to utilize space for the aesthetic effect. It is like literature, which is based on a narrative or story and develops characterization and mood. Like a theater; films for the most part use human actors who are engaged in performance. At last film is like poetry; it can convey several levels of meaning simultaneously.10
Films or moving picture is a continuous picture showing objects in motion, produced by projecting on to a screen or a series of photographs of the scene with successive position slightly changed.11
While according to Encyclopedia International, film is in fact, both an art form and a medium of mass entertainment, and in the latter capacity it has had a significant impact in a sociological sense. In addition, it has a background rooted in science and technology.12
DeFleur from Miami University and Dennis, from Columbia University make different definition about films, cinema, and movie. They
9 Grolier, op.cit., P:491
10 American Corporation, Encyclopedia Americana Volume 19, Danbury, Connecticut, International Headquarters, 1978, P:1829 11
12 Grolier, Encyclopedia International, New York, Grolier Incorporated, 1973, P: 112
State that the facts of many pictures are reflected in the existence of different names for them. Take the term films, cinema and movie. French films theorists make a clear distinction between films and cinema. To them the term of “films” describes the relationship of the medium to the world around it, whereas “cinema” describes its culture standards and its internal structure. Added to this American word “movie”, we have convenient label for a third aspect as an economic commodity. As films scholar James Monaco wrote: “One person’s “movie” is another persons “films”. But in general we use these three names for an art in a way that closely parallels this differentiation;
“movie” like popcorn are to be consumed; “cinema” is high art and film is the most general term with the fewest connotation.”13 Based on the explanations above, film is a continuous picture showing objects in motion as an art form and a medium of mass entertainment.
E. Kinds of Film
Based on the history of films, Becker and Roberts, classify films as follows:14
1. Sport Films A film of Yale football team practicing was a strong attraction in 1897, but the film was technically poor in quality.
13 DeFleur, Melvin L. And Dennis, Everette E., Understanding M ass Communication, Boston, Houghton Mifflin Company, 1978, P:125
14 Becker Samuel L. And Roberts Churcill L., Discovering M ass Communication, New York, Harper Collin Publishers, 1992
2. News Films Before the close of the nineteenth century, news footage because a popular film attraction. This development was stimulated by America’s foreign involvement, first in Cuba and then in the Philippines, as America fought Spain for control of these islands.
3. Comedy and Trick Films Between 1901 and 1903 comedy and trick films came to the fore. The famous film in that year was A Trip to the Moon (1902) made by Georges Melies.
4. Narrative Films An important early developer of the realistic narrative or fiction film was
Edwin S. Porter. His first well-known film was The Life of an American Fireman completed in 1902.
5. Documentary Films From this beginning, films have been used to record or document reality.
In 1902 the great American documentary filmmaker and explorer Robert Flaherty completed Nannok of the North. The film was Flaherty’s record of his study of Eskimo life in Northern Canada. Based on the function of films, Drs. Oemar Hamalik, classifies films into 10 kinds as follows:15
a. Information films
b. Drill films
c. Appreciation films
15 Hamalik Oemar, Drs., M edia Pendidikan, Bandung, Alumni, 1977, P:254
d. Recreation films
e. Episode films
f. Science films
g. News films
h. Industrial films i. Provocation films j. Documentary films
Based on the classification above, the films, which are used in teaching vocabulary, can be classified into drill films.
F. Animated Cartoon
According to Grolier International Dictionary, “animate” means to make, design or produce (for example: cartoon) so as to create the illusion of motion.16 While cartoon (from Italian “cartone” meaning “paper”) according to Encyclopedia Americana, is a drawing, representational or symbolic, that makes satirical, witty or humorous point.17 So the cartoon animated means a motion picture consisting of a series of individual hand-drawn sketches in which the position or gestures of the figures are varied slightly from one sketch to another. Generally, the series is filmed and when projected on a screen, suggests that the figures are moving.
16 Grolier, op.cit., P.1194 17 Americana Corporation, op.cit.
Animated cartoon uses this principle, replacing live-action photographs with a photograph of drawings. For each second’ projection of a sound cartoon films, sets of drawing on transparent celluloid sheets. These exposures placed on top of each other over a static background make up a composite picture. The stop frame process of photography is the common basis of all true animation, but even this may be dispensed with in certain kinds of animated films.
There are many animators who have produced well-known animated cartoon, such as Tex Avery and Chuck Jones (Bugs Bunny), Fritz Freleng (Tweety and Sylvester), William Hanna and Joseph Barbara (Tom and Jerry and Huckelberry Hound), and films like Mickey Mouse, Donald Duck and
Silly Symphony are made by Walt Disney of the United States.
In his research, the researcher uses animated cartoon and does not use the films for adults produced in Hollywood. The films (animated cartoon) which are used are produced by Walt Disney Company and are copied by Ce Quadrat Company. The title of the film is Magic English. This film is produced for a specific purpose: education. The production of the films is aimed to children who learn English. The children here are 2 years old up to 12 years old.
G. Films as an Education Medium
There are many kinds of education media. They can be equipment, which are used in teaching-learning process in order to make communication between teacher and students more effective, so the aim of the lesson can be achieved.
Based on the result of experts’ researches, actually the many kinds of education media are useful. Dr. William Allen (California University), Dr.
Wilbur Schramm (Stanford University), Dr. Ray Carpenter and Dr. Loran C. Twyford (Education Department of New York State) state that any kinds of education media give opportunity greatly to students in teaching-learning process.
Many kinds of education media can be classified based on their characteristics. Brets in Muhammad Ali, made a classification based on three characteristics, namely: Audio-Visual-Motion.18
Based on these characteristics Brets in Muhammad Ali, classifies education media into 8 groups, they are:
1. Audio-motion-visual media They have sound; movement and the objects can be seen. These media are the most complete media after all. The media in this group are television, videotape and moving pictures.
2. Audio-still-visual media They have sound, objects that can be seen, but there is no moving, for example: audio film strips, audio slides, television still recording.
18 Ali Muhammad H., Drs., Guru Dalam Proses Belajar Mengajar, Bandung, Sinar Baru Bandung, 1984
3. Audio-semi motion media They have sound and movement but they cannot appear as a moving object completely, for example: Tele-writing or teleboard.
4. Motion-visual media They have only moving objects; there is no sound in the media.
5. Still-visual media They have objects, but there is no movement, for example: film strips, pictures, and microforms.
6. Semi-motion media They use lines and writing, for example: Tele-autograph.
7. Audio media These media only use sound, like radio, telephone, and audiotape.
8. Printed media These media show certain symbols in the form of letters.
From the classification above, film is the most complete medium after all. Edgar Dale in Muhammad Ali, states that the value of media in teaching learning process can be classified based on experience value. According to
Dale, there are 12 levels of experience. The experience level that has the highest value is Direct Purposeful Experience, while the lowest one is Verbal Symbol. He classifies the levels in Cone of Experience, and people call it as The Cone Experience of Edgar Dale.
— Verbal symbol — Visual symbol
Radio and recording Still picture Motion picture
— Educational television — Exhibition — Study trip — Demonstration ” • Dramatized experiences
— Contrived experiences Direct purposeful experiences
H. Films in Language Teaching-Learning Process
The use of films material and video equipment in language teaching appears in many ways to be the teranouva of the profession. This is possible because film is a locus where several features of communicative approach to language learning intersect: the use of unguarded language the use of authentic material, the importance of topical and relevant input; the presentation of language in context; the significance of the non-verbal aspect of communication.