TEACHING VOCABULARY USING ANIMATION VIDEO FOR VII GRADE FIRST SEMESTER OF JUNIOR HIGH SCHOOL

TEACHING VOCABULARY USING ANIMATION VIDEO FOR VII GRADE FIRST SEMESTER OF JUNIOR HIGH SCHOOL

WAWAN HARDIANSYAH (E1D 110 019)

wawanhardiansyah91@hotmail.com

Abstract

This paper attempts to make funny and enjoyable teaching and learning vocabulary by using animation video. The study recommended the necessity of using animation in teaching vocabulary. It also suggested that further researches should be conducted on the effect of animation on teaching pronunciation and writing. Vocabulary learning constitutes a basic and an important part of foreign language learning. Without vocabulary building, it is difficult to study grammar, speaking, listening, writing etc. However, it is not an easy task to memorize a large amount of vocabulary. It is relatively difficult to learn new words, to keep words in mind and to recall them when needed. With the help of innovative methods and materials that multimedia provides, language learning environments can be more colorful, motivating and at the same time more supportive for students in the learning process. It seems difficult to learn a new language with such a bulk of words just by looking up a word or a term in dictionaries. Therefore, introducing words using a new method is necessary. This new method uses an animation video to present the words.

Keywords: Vocabulary, media, animation video.

  1. INTRODUCTION

Clark and Clark (1977: 322) states that children talk about “here and now”. It means that children’s world involves around the here and now. They should not be asked to discuss abstract things or life and situation in the past or in the future. Junior high school students have certain characteristics which are different from teenagers or adults. That is why the teaching technique should be suitable with them. Teaching English to junior high school students is different from teaching English in higher level. Junior high school students are those still like playing.

Vocabulary learning constitutes a basic and an important part of foreign language learning. Without vocabulary building, it is difficult to study grammar, speaking, listening, writing etc. However, it is not an easy task to memorize a large amount of vocabulary. It is relatively difficult to learn new words, to keep words in mind and to recall them when needed.

Vocabulary is central to language and of critical importance to typical language learners. Without a sufficient vocabulary, one cannot communicate effectively or express their ideas in both oral and written forms. It means that students in junior high school have to mastery English vocabulary and its grammatical rules to make communicate to other people.

Learning vocabulary is very important and becomes a must for every learner to make his English work well. It shows that English has a special place in the teaching of the foreign language at school, especially junior high school. Based on the writer’s experience, it is not easy for my students to learn vocabulary. Most of them are not interested in learning vocabulary and they do not also give their full attention in the task and without that attracting and interesting the process of teaching vocabulary cannot run well. This situation happened because the methodology or the strategy which is used maybe not suitable. The teacher usually teaches vocabulary especially to reading comprehension by using the technique that focused in the text, read and then every word their memorization. The students feel that they are forced and they would get bored. In this case, and sometimes they still do not understand when their read a text, teacher should make variations and choose a suitable technique in teaching vocabulary in order to make the students to be interested. For that reason, the teacher ought to know their media in teaching process to make the lesson more interesting and inspiring. For this purpose, learning vocabulary by using the technique can be one alternative in teaching learning process.

To make the students to be inspired in studying English especially vocabularies, teacher should involve students and control the class. The teacher ought to use some Medias such as Animation videos and use some new words to help the students learn more and make the students fell interested to learn new vocabulary for junior high school.

  1. THEORETICAL FRAMEWORK

  1. Vocabulary teaching in English as a foreign language

  1. Definition of vocabulary

Oxford dictionary (1991) defines vocabulary as” the body of words used in a particular language”. Merriam –Webster dictionary defines it as “a list or collection of words and phrases usually alphabetically arranged and explained or defined”. Cambridge dictionaries on line define vocabulary as” all the words which exist in a particular language or subject”. Hornby (1995: 331) asserts that vocabulary is “the total number of words of a language.”

In my opinion, vocabulary is as a group of words or phrases that form a sentences, paragraphs, and language.

  1. Types of Vocabulary

In teaching vocabulary, it is essential to distinguish between different types of vocabulary. Open University (1995:151-156) specifies the following types of vocabulary:

  1. ESP Vocabulary

English for Specific Purposes (ESP) is concerned with the use of English in particular scopes whether they are academic or technical. It is best learned through the practice of a certain profession.

  1. Active and Passive Vocabulary

Active vocabulary is utilized in everyday speech. It is learned through day to day communication. Passive vocabulary is not used on daily basis. Foreign Language learners are expected to use the active vocabulary in speaking and writing. On the other hand, the passive vocabulary is essential for general comprehension when occurring in context.

  1. Content Words

Content words are lexical items that convey a certain meaning. Content words could be main verbs, nouns, adjectives, adverbs, etc.

  1. Function Words

Function words are part of the grammatical system of a language. Structure or function words do not convey meaning. They serve the structure of the sentence and usually change nothing in its meaning. Function words are the words we use to make our sentences grammatically correct. Pronouns, determiners, and prepositions, and auxiliary verbs are examples of function words. If our function words are missing or used incorrectly, we are probably considered poor speakers of English, but our listener would probably still get the main idea of what we are saying. Since function words don’t give us the main information, we don’t usually want or need to do anything to give them added attention and the words remain unstressed.

Category Description Examples
auxiliary verbs verbs that support the main verbs am, are, has, could, should
prepositions words that tell relation to other words at, on, to, near
conjunctions words that tie clauses together and, so, but, however
determiners words that give detail to nouns a, an, the, some, any
pronouns words that replace nouns I, it, we, they, he, she
  1. Vocabulary Teaching.

Many ways can use by a teacher to teach vocabulary for students. Based on article “les inggris” (2011) stated that available alternative ways to teach vocabulary for students those are Give some words for our students, then ask them to search the meaning of it, pronunciation, and write down the sentence used the word. Then, they can teach it words for their friends in one group. After this process, Prepare worksheet, ask the students to pair the word with their definition. After it, ask the students to classification a group of word to the some category. Then, ask the students to search new vocabulary from the conversation that they read, and teach it vocabulary for our friends in the class. In this process, the students can make quotation about new vocabulary that they found in conversation or materials.

While, John J. Pikulski and Shane Templeton explain that to teach vocabulary of the students can do with the ways learn use dictionary, and thesauruses. Based on the some opinions above, we can conclude that teach vocabulary to students need some ways, because every students has the difference character.

  1. Definition of animation video

In Indonesian dictionary, Video is the technology of sending electronic signals from a moving image. A common application of the video signal is a television, but it can also be used in other applications in the fields of engineering, scientific, production and safety. The word comes from the Latin word video, I see”. The term is also used as an abbreviation of video from videotape, and also a video recorder and video player.

The word animate (verb) means to give life to, and animating is the process of moving something that cannot move itself. Animation is moving something which can’t move by itself, Collins English Dictionary (2006). According to Oxford Dictionary (1991) animation “is the techniques of photographing successive drawings or position of puppets or models to create of movement when the film is shown as a sequence.” According to Merriam Webster’s dictionary, animation is “a way of making a movie by using a series of drawings, computer graphics, or photographs of objects (such as puppets or models) that are slightly different from one another and that when viewed quickly one after another create the appearance of movement”.

Animation video is collections of moving images in the form of objects (images) are arranged in irregular follow the movement that has been determined at each time increment count occurs. Picture or object that is referred to in the above definition can include images of human, animal, or in writing. In the manufacturing process animator or better known as the animator must use logical thinking to define the flow motion of an object from the initial state to the final state of the object. Careful planning in the formulation of flow motion by the proper logic will produce animations that interesting to watch.

  1. Some type techniques of teaching using video media.

One of the media that make learning becomes interesting and memorable is teaching through animation video. Technique video is an electronic device that involves television, tape and video recorders. There are eight types of instruction that can be used in teaching video techniques, namely:

  1. Cloze/listening comprehension.

In this type there are various activities undertaken. The students can be given some scripts that fit the story the narrator in the video with some words omitted. The task of the learner is to fill the empty places carefully. Alternatively, students may be asked to answer comprehension questions based on the video that was shown.

  1. Silent Viewing

Audio is closed and the teacher asks the students are just watching visuals on the TV screens. Students are left to guess what it says on the video that they watch. Maybe they will have difficulty in understanding speech in the video but at least they were able to tell the key words and phrases.

  1. Jigsaw Viewing

Each student is paired sit back to back with each other. One of them is facing the opposite partner Video’s screen facing the opposite direction. Children who do not see the video asked by children who saw the video. For example, who’s wearing green suit? Where does the video happen? And so on.

Students facing video should give an answer option, and students were able to answer correctly will win the prize.

  1. Jigsaw viewing with commentary.

Each students sit in pairs with each other behind their back. Teachers told that students are not facing video screens have to answer the questions based on the video sequence after the activity is complete. The winner is the couples that provide the most appropriate answer. Then, the teacher showed a video with closing audio, students facing screens to comment directly on what is shown in the video, and each their partner should give the questions to get more attention

  1. Video Treasure hunt

The video screen is reduced so that the color in the screen becomes dark and there was nothing to be seen. So there are only words, comments and impressions of sound can be heard, students are expected to explain the action, character, emotions, objects and so on that they think there is something that watched or aired.

  1. Prediction

This prediction may include all of what will be said before and what will be said next on the video sequence. Both of these activities require students to predict the prediction of video sequences that stopped suddenly to cause oral or written responses related to what happens beyond. Then, to find out the results of the response and subsequent discussions. Students will be shown the actual storyline of the video.

  1. Reverse Prediction

This activity is suitable for students who are good mastery of the language. In this activity, students are shown the end of a story that aired a short video. Students are asked to explain in oral and written how the beginning of the story of the end of the video that aired. Then the students presented their version of the story. Their version should contain all of the content of the video or the story from beginning until the end.

  1. Sequencing

Students are given a script written random video. Their job is to arrange the video script it becomes true. This activity is best suited for video that explains the plot of the processes and involves a narrator. Another way, teachers edit the video and mixing events in the video. Then the students discuss about how exactly good video sequence.

  1. DISCUSSION.

  1. Animation video for teaching and learning process

Using animation is an easy way to integrate computers into a foreign language classroom. Collin and Rayen affirms that (2009, p. 396) “The advent of the high–powered multimedia kept the learner close to authentic situations where learning simultaneously involved listening, seeing, reflecting, doing and participating”. Unlike the traditional method of teaching, employing animations in classrooms aids students in understanding since they appeal to both visual and audial memory.

2D animation video is the creation of moving pictures in a two-dimensional environment, such as through “traditional” cell animation or in computerized animation software. This is done by sequencing consecutive images, or “frames”, that simulate motion by each image showing the next in a gradual progression of steps. The eye can be “fooled” into perceiving motion when these consecutive images are shown at a rate of 24 frames per second or faster. 

3D animation is the creation of moving pictures in a three-dimensional digital environment. This is done by sequencing consecutive images, or “frames”, that simulate motion by each image showing the next in a gradual progression of steps, filmed by a virtual “camera” and then output to video by a rendering engine. The eye can be “fooled” into perceiving motion when these consecutive images are shown at a rate of 24 frames per second or faster.

Teaching and learning vocabulary for junior high school, we can use some techniques of teaching using video media, such as close-listening test, jigsaw viewing, video treasure hunt, etc. In this paper, prediction technique more emphasized to teach vocabulary using animation video because when students watching the video, they will be predict the vocabularies based on the animation video, it also make student to have more thinking about the vocabulary by watch animation video.

Teaching and learning vocabulary using 2D animation video which is produced by pumpkin.com, students will be provided three videos which are consist of different topic. First topic is family members, second is classroom object, and time of the day. First video as a stimulation or pre-teaching activity, then second and the third video as post teaching vocabulary, teacher plays the videos one by one. Then, students will write down the words or vocabulary in the videos. Students who were collected more many words and stated as the winner. At the end of lesson, teacher will re-explain the meaning of the words and teacher elaborate how to pronounce and how to make stression of the words in the animation video.

  1. Advantages of Using Animation video in Teaching

Animation is beneficial for Foreign Language learners; Agina (2003) cited the following advantages of animation as a tool of education and training:

  • Skill and ability Improvement; the interactive animation takes less time to teach students complex things and makes them enjoy more to learn difficult things. Using an interactive animation will solve the problem of the imagination-skill in education and training. Furthermore, computer animation improves the skills and abilities of instructors because they will be able to improve and change their way of teaching to be better.

  • Interactivity; interactivity is a mutual action between the learner, learning system, and learning material. Learners will be faster to learn, and have better attitudes toward learning when using interactive animation especially if the other techniques like audio and video are used.

  • Engagement; interactive learning with live-action animation, simulation, video, audio, graphics, feedback, expert advice, and questions and answers keep learners interested and reinforces skills. Through continual practice, learning is absorbed and integrated into daily performance.

  • Motivation; since the animation is inspired and interactive way for flexible education and training, learners will be more motivated to learn more and more. Learners will get more skills, which is the main reason to make them more motivated.

  1. Disadvantages of using animation video in teaching vocabulary

  • Distracts the learner to watch the cartoon repeatedly.

Watching animation to teach vocabulary have to consider students’ interest about the animation itself. Animation is funny, interesting video that stimulate students’ attention. It will be hard way to determine or know students attention of watch cartoon only or pay attention of learning materials from the animation video.

  • To make animation video, teachers should mastery of computer programs like mastery of macromedia flash as a tool to make animation, etc.

  1. CONCLUSION

Learning media indeed have important role and needed to help in understanding the materials of the learners. One of the media use is audio-visual media namely animation video. Animation media for teaching and learning is very important and facilitate and also more efficient for teacher to explain and convey the information of learning materials.

Watching animation video encourages research which is using animation video in the students to have more exercises in teaching vocabulary to the basic level pronouncing words; the writer would like to propose improve their pronunciation by listen some suggestions as follows: to the language of native speakers and English teacher should be creative to imitating them. The students learn by use interesting media and technique in practicing the exercise given. The teaching vocabulary, so that the teaching-animation video pronounced word first learning process will not only learnable but then the teacher asked the students to also enjoyable. They should also create a good repeat it. It could be done repeatedly until atmosphere in teaching-learning process in the students were able to pronounce words order to make the students are motivated to correctly. Using animation video as a learning media, student learns and do not get bored even feel sleepy

REFERENCES

Agina, M.A.(2003).”The Advantages and Disadvantages of the Animation Technology in Education and Training”.M.A Thesis, Enschede, The Netherland. Retrieved on December 9th, 2013, from:

http://home.tiscali.nl/schopmanlanden.nl/Papers/AnimationPaper.html

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“Oxford Learner’s Pocket Dictionary. ” (1991). Oxford University Press. Oxford

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