Name : Delitya Islamy Putrie

NIM : F1021171027

Class : A2 / 6th semester / Reg.A

Subject : Seminar Research Design

Lecturer : Urai Salam, Ph.D

Integrating Audio-Visual Aids to Improve Senior High School Students’

Productive Vocabulary

1. INTRODUCTION
1.1 Background
The use of technology in English language teaching has been popular by people for recent
years. This phenomenon is widespread used by lots of people because of the globalization
process in around the world. Because of the advances in technology and the emphasis on
communicative functions in foreign language teaching, the application of audio-visual aids
in foreign language classes has attracted practitioners’ attention (Garrett, 1989; Carol,
1994; Herron, York, Cole, & Linden, 1998; Canning-Wilson, 2000; Çakir, 2006)

It is a well-known fact that audio-visual aids could facilitate and encourage students in
learning foreign language, especially English and the advance of technologies could open
new potential for integrating audio-visual aids in English language classroom. The audio
and visualizations from audio-visual aids could help students easily in remembering the
learning materials. The use of audio-visual aids in English teaching has many of diversity
including the use of multimedia based materials in the form of videos.

From the English teacher perspectives, they could implement the audio-visual aids into
their teaching process to gain students’ attentions and to make the learning process more
interesting. Studies using audio-visual input have mainly investigated the effect of L1 or
L2 subtitling (i.e. captioning) on learning gains (e.g. Peters, Heynen, & Puimege, 2016;
Sydorenko, 2010; Winke, Gass, & Sydorenko, 2010).
Furthermore, the moving pictures and texts from videos and the sound from the audio could
help students memorize easily the teaching materials that teachers wants to deliver to their
students. Ozaslan and Maden (2013) found in their study that students learn better if
materials are presented through some visual tools. Visual aids help students to learn
English in diversified aspects, especially in improving their productive vocabulary.
Productive vocabulary knowledge was assumed as the words that are understood and can
be pronounced by the EFL students.

Vocabulary takes an important part in comprehending and producing foreign language. So,
in order to help students improve their skill in this area, the researcher used videos as a
technique for teaching vocabularies in English for senior high school students.
Furthermore, the senior high school students is characterized by having students between
the ages of 14 or 15 and 17 or 18 (Collins.com, 2019) and senior high school usually
including grades 10 to 12 (Merriam-Webster.com, 2019)

This study focuses on improving productive vocabulary of senior high school students by
using audio-visual aids. Nowadays, students prefer to learn from their digital advices rather
than use the traditional materials. So, researcher provides the different approach to gain
students’ attentions to enjoy the learning process by using videos both offline or online.
Because videos contain the learning materials, visualization and also audio effects at the
same time so, there is no doubt that audio-visual materials could help students recognize
and write the words easily by remembering the visualization of English learning materials
from videos.

Research Questions
1. Does integrating audio-visual materials into EFL classrooms enhance senior high
school students’ productive vocabulary?
2. Is there any significant differences when students whether they used or not the
audio-visual materials to improve their productive vocabulary?
Research Purposes
The purposes of this study are:

a. To find out the effectiveness of audio-visual aids could help senior high school
students’ improve their productive vocabulary.

b. To find out the differences in improving students’ productive vocabulary when they
used or not the audio-visual materials in learning English.

Research Significance
Based on the research purpose, the research is intended to be useful for:

a. English Education Teachers

The result of this research is expected to be implemented in teaching and learning
process. By finding out the used of audio-visual materials on improving senior high
school students’ productive vocabulary, it is expected that teachers will be able to
integrate this technique into their teaching process when confronted with such a
same problem.

b. English as Foreign Language Learners (EFL Learners)

The result of this research is expected to be able to help students to know that utilize
audio-visual materials such as videos could help them in enhancing their productive
vocabularies and encouraging them in learning English as a foreign language.

Terminology

a. Audio-visual Aid
Generally, audio-visual aid is defined as instructional materials that has to do with
both sight and hearing. In this study, audio-visual material refers to videos of
English learning materials both offline and online which are used to improve senior
high school students’ productive vocabulary in learning English as a foreign
language.
b. Productive Vocabulary
Productive vocabulary generally refers to words that can be produced within an
appropriate context and match the intended meaning of the speaker or signer.
Productive vocabulary knowledge assumed as the words that are understood and
can be pronounced by the learners. In fact, learners can use these words in speech
and writing well.