enriching students' vocabulary using theme based youtube video

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perpustakaan.uns.ac.iddigilib.uns.ac.id59and sometimes text (in the form of subtitles). Subtitles can be used together withauthentic video to improve word recognition and vocabulary acquisition skills inthe EFL class.As stated by TE Editor (2003) young children love to hear stories againand again and the same goes for video. By watching a video several times,children can learn by absorption and imitation. This statement supports theresearch finding that students could mention words given before easily becausethey have memorized them in their mind. More often the students watchvocabularies shown on the video, it will be much easier for them to memorize it.In this study, the findings also show that the students can be easier ingrasping the meaning of words. Wade (2010) states that visual images of videohelp to convey meaning. Similarly, Wilson (2000) who suggests that imagescontextualized in video or on its own can help to reinforce language learning,provided the learner can see immediate meaning in terms of vocabularyrecognition.By applying YouTube video in teaching-learning process, the studentscould learn by practicing the exercise given. In pronouncing words, the videopronounced word first then asked the students to repeat it. It could be donerepeatedly until the students were able to pronounce words correctly. There aresome advantages of using video stated by Irina (2010). In term of pronunciation,the students can improve their pronunciation by listening to the language of nativespeakers and imitating it.While in writing words, the findings show that the students could alsopractice writing directly as guided by YouTube video. First, it asked students towrite word they already heard, and then checked together by watching its spellingshown on video. It is supported by the statements quoted from an article entitled“Learning Vocabulary through Authentic Video and Subtitles” (no-name,undated) that in this context, authentic video and subtitles can precisely play animportant role to help learners increase and strengthen their foreign languagevocabulary, given the appropriate guidance. Any well-prepared learning taskcommit to user
perpustakaan.uns.ac.iddigilib.uns.ac.id60using subtitles in authentic video will encourage a better understanding andacquisition of new vocabulary.In conclusion, the use of YouTube video was able to make the studentseasier in learning vocabulary. The learners who saw video pictures were able toproduce a higher percentage of acceptable vocabularies than the learners who readonly the lists of vocabulary given. It is supported by Marshall (2002) who citesthe conclusion of Wiman and Mierhenry (1969), extending Dale’s “ConeExperience” that people will generally remember: 10% of what they read; 20% ofwhat they hear; 30% of what they see; and 50% of what they hear and see.b. YouTube video improves classroom situationThe research findings show that using YouTube video in the classroomwas able to improve classroom situation. It can be seen as follows: 1) students didnot make noises both by playing or chatting; 2) students did not often ask to gotoilet; 3) students had their own initiative to write notes; 4) students became moreenthusiastic in joining English class; and 5) students were active in following thelesson.These findings are supported by Tomalin (1991: 48) that one of the aimsof teaching English to young children is to instill in them the idea that languagelearning is happy experience, and video creates an attractive enjoyable learningenvironment. It is also in line with Rammal’s statement. Rammal (2005) in hisresearch entitled “Using Video in the EFL Classroom” states that video materialcan be a very useful source and asset for the language teaching-learning processbecause it combines both fun and pedagogic instructions in authentic material thatreflect real interaction.YouTube video can also make the students paid much attention until theend of the lesson without any disturbing activity like playing or chatting andasking to go to toilet. They could focus more in teaching learning processconducted in the class. It is supported by Miclaus (undated) who states usingvideos in the English class is a very helpful and stimulating method to motivatethe students to get the most of the lesson. Williams (1991: 207) in Walker (1997)commit to user
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