Animated Films as a Tool for Vocabulary Acquisition in Vocational Education

Dini Andriani, Iskhak Said, R. Bunga Febriani

Abstract

Vocabulary mastery is a crucial aspect of language learning, but it poses a challenge for vocational high school (SMK) students due to limited learning media. Previous studies have mostly used non-animated films as learning media, while animated films are still rarely explored. This study aims to investigate students' perceptions of using animated films as a vocabulary learning medium. The research employs a qualitative descriptive method, involving 20 participants from Grade X at SMK Al-Huda Turalak. Data collection techniques include observation and semi-structured interviews. The results of the study indicate that animated films can increase students' interest, engagement, and confidence in learning and using new vocabulary directly. Students can understand and remember new vocabulary through animated films, which are visual and contextual in nature and have proven to be effective. Therefore, animated films can be an attractive and effective alternative learning medium in the context of vocational schools.

Keywords

Kanimated films; English vocabulary; language learning; vocational education; learning media.

Full Text:

PDF

References

Aisyah, R. N., Setiawan, S., & Munir, A. (n.d.). Technological Pedagogical Content Knowledge (TPACK) in Action: Unraveling Indonesian English as a Foreign Language Teachers’ TPACK by Implementing Telegram. In Computer Assisted Language Learning Electronic Journal (CALL-EJ) (Vol. 2021, Issue 3).

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21–34.

Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education (Vol. 368). Allyn & Bacon Boston, MA.

Canning-Wilson, C., & Wallace, J. (2000). Practical aspects of using video in the foreign language classroom. The Internet TESL Journal, 6(11), 31–36.

Clark, R. C., & Mayer, R. E. (2023). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. john Wiley & sons.

Creswell, J. W. (2009). Research designs. Qualitative, quantitative, and mixed methods approaches.

Dörnyei, Z., & Ushioda, E. (2013). Teaching and Researching: Motivation. Taylor & Francis. https://books.google.co.id/books?id=1aYuAgAAQBAJ

Dzulfahmi, N., & Nikmah, A. (2020). The effects of using movies in improving vocabulary and motivation to learn among students across different age groups. Britania Journal of English Teaching, 3(1).

Gay, L. R., Mills, G. E., & Airasian, P. W. (1976). Educational research: Competencies for analysis and applications. (No Title).

Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom–A study conducted at South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121–132.

Krashen, S. (1982). Principles and practice in second language acquisition.

Krashen, S. D. (1985). The input hypothesis: Issues and implications. (No Title).

Kusnierek, A. (2015). Developing students’ speaking skills through role-play. World Scientific News, 7.

Kvale, S., & Brinkmann, S. (2009). Interviews: Learning the craft of qualitative research interviewing. sage.

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge university press.

Nation, I. S. P. (2022). Learning Vocabulary in Another Language. Cambridge University Press. https://books.google.co.id/books?id=iNduEAAAQBAJ

Nation, I. S. P., & Waring, R. (2019). Teaching Extensive Reading in Another Language. Taylor & Francis. https://books.google.co.id/books?id=xRu_DwAAQBAJ

Paivio, A. (1990a). Mental Representations: A Dual Coding Approach. Oxford University Press. https://books.google.co.id/books?id=hLGmKkh_4K8C

Paivio, A. (1990b). Mental Representations: A Dual Coding Approach. Oxford University Press. https://books.google.co.id/books?id=hLGmKkh_4K8C

Patton, M. Q. (2015). Qualitative Research and Evaluation methods, 4th edn.(Thousand Oaks; London. Sage Publications New Delhi.

Peters, E., & Webb, S. (2018). Incidental vocabulary acquisition through viewing L2 television and factors that affect learning. Studies in Second Language Acquisition, 40(3), 551–577.

Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology of Current Practice. Cambridge University Press. https://books.google.co.id/books?id=l3vTGZdgzcIC

Sadoski, M., & Paivio, A. (2013). Imagery and text: A dual coding theory of reading and writing. Routledge.

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer.

Sweller, J. (1988). load during problem solving: 职 On/earn/ng. Cognitive Science, 12(2).

Teng, (Mark) Feng. (2019). The effects of video caption types and advance organizers on incidental L2 collocation learning. Computers & Education, 142, 103655. https://doi.org/https://doi.org/10.1016/j.compedu.2019.103655

Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.

Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard university press.

Winke, P., Gass, S., & Sydorenko, T. (2010). The effects of captioning videos used for foreign language listening activities.

DOI: http://dx.doi.org/10.25157/(jeep).v13i2.20906

Refbacks

  • There are currently no refbacks.