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 well by
senior high school students both in writing and speaking. In other term, it is
called active vocabulary.

2. LITERATURE REVIEW
2.1 Definition of Audio-Visual Aids

Audio-visual aids are the important tools in education system. The use of audio-
visual aids in teaching four different skills in English is becoming popular
nowadays. Audio visual aids are tools which are used in the classrooms to support
teaching and learning process. According to Mathew and Alidmat (2013, p.88),
teaching and learning becomes monotonous when the language teachers are
compelled to rely on the text books as the only source of language input.

In recent years, the use of video in English classes has grown rapidly as a result of
the increasing emphasis on communicative techniques. Being a rich and valuable
resource, video is well-liked by both students and teachers (Hemei, 1997:45).
Students like it because video presentations are interesting, challenging, and
stimulating to watch. Video shows them how people behave in the culture whose
language they are learning by bringing into the classroom a wide range of
communicative situations. Another important factor for teachers that makes it more
interesting and enjoyable is that it helps to promote comprehension.

2.2 Definition of Senior High School Students

2.3 Receptive vs Productive Vocabulary
Most prominent researchers in this field agreed to divide, renowned vocabulary
knowledge within the scope of its use in either the skills of writing, reading,
listening and speaking. Thus, they divide vocabulary knowledge into productive
and receptive vocabulary (Laufer, 1998; Laufer & Paribakht, 1998; Henriksen,
1999; Nation, 2001; Read, 2000; Schmitt, 2014).

Receptive vocabulary knowledge is known and understood its meaning by learners

when reading text or listening to the text. Learners know and recognize the meaning
 of words that caused them to understand the text they have read but not used to
speak and write. Learning the receptive vocabulary usually in the form in which the
teacher will usually give the meaning of the word, using the word in a sentence, but
just ask the learners to spell and pronounce only (Nagy, Anderson & Herman, 1987;
Webb, 2005).

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. Thus, productive vocabulary can be regarded as a process of active
word because learners can generate words to express their thoughts and feelings
which understood by others (Webb, 2005). Productive vocabulary knowledge is
deemed as the ability to recover the structure and meaning (Laufer et al, 2004;
Webb, 2008), or to pass on the word as in the original learners’ language (Webb,
2009).

Laufer (1998) divides knowledge into productive vocabulary into controlled and
free vocabulary. Controlled productive vocabulary knowledge indicates the
capacity to construct words when the cue is given while, free productive vocabulary
knowledge is the ability to use words spontaneously and without specific
encouragement to produce certain words, such as writing independently.

2.4 Productive Vocabulary Test

2.5 Communicative Language Teaching (CLT)
2.6 Cognitive Theory of Multimedia Learning (CTML) by Mayer.
2.7 Technology Enhance Learning by James P. Lantolf.

3. METHODOLOGY
3.1 Research Design

The primary objectives of this study were to gain an overall picture of students’
vocabulary mastery in learning through videos from Youtube and the impacts of using
videos whether it could help students enhance their vocabulary. So, the researcher used
true - experimental research design. In true experimental, the researcher randomly
assigns participants to different conditions of the experimental variable. Individuals in
the experimental group receive the experimental treatment, whereas those in the control
group have no treatment and because the researcher randomly assigns individuals to the
groups, most of the threats to internal validity in true experimental do not arise
(Creswell, 2012, p.309).

The designs in this category are called true experiments because subjects are randomly
assigned to groups. Because of the control these designs provide, they are the most
highly recommended designs for experimentation in education (Ary, Jacob, Sorensen
and Razavieh, 2010, p.305).

For true - experimental research design provides randomized subjects, pretest – posttest,
treatment, control group and also experimental group. Random assignment is the
process of assigning individuals at random to groups or to different groups in an
experiment. The researcher used random assignment so that any bias in the personal
characteristics of individuals in the experiment is distributed equally among the groups
(Creswell, 2012, p.296).

In other hand, a pre-test provides a measure on some attribute or characteristics that

you assess for participants in an experiment before they receive a treatment (Creswell,
2012, p.297). The purpose of the pre-tests was to examine if the students had any
previous knowledge or experiences of the target vocabularies before the treatment was
conducted. While, a post-test is a measure on some attribute or characteristic that is
assessed for participants in an experiment after a treatment (Creswell, 2012, p.297).
Moreover, the purpose of post-tests was aimed to inquiring about the students’
recognition on the target in the knowledge of new vocabularies. Furthermore, treatment
variables are independent variables that the researcher manipulates to determine their
effect on the outcome, or dependent variable.

The used of pretest - posttest comparison of attitudes toward videos’ usage would
provide a clearer reading on whether it could help students improve their vocabularies
knowledge than using the posttest measure alone would.

In this study, the researcher randomly assigned two groups (experimental and control
group) with different treatments which the experimental group would exposed with
videos from Youtube while learning English. In the other hand, the control group will
not use videos in their learning practices or will receive no treatment. The used of videos
was supposed to see how well it could help students enhancing and remembering their
written vocabularies.

In this research, the researchers gave the experimental group a treatment of video about
the vocabularies related to the target words in vocabulary size test (VST). The
researcher tend to download the video first before play it in the classroom. The reason
was to avoid the lost connection while the researcher played the video to the students.
Both groups on this research took the same pre-tests and post-tests (Vocabulary Size
Test - VST), 2 weeks before and after the treatment. The study was conducted over a
period of 8 weeks.

3.2 Population and Sample

Another procedure used for control in an experimental research design is to match

participants on one or more personal characteristics. Participants in an experimental
study are those individuals tested by the researcher to determine if the intervention
made a difference in one or more outcomes. Matching the participants are the process
of identifying one or more personal characteristics that influence the outcome and
assigning individuals with that characteristic equally to the experimental and control
groups. Typically, experimental researchers match on one or two of the following
characteristics: gender, pretest scores, or individual abilities (Creswell, 2012, p.298).

The participants were students in SMA Negeri 01 Ketapang that had been taught
English for about 5 years at least. Within this target population, researchers then select
a sample for study. The participants of this study were 50 students for control group
and 50 students for experimental group. Both of the groups were senior high school
students who are studying English as a Foreign Language. The general proficiency level
was considered from beginner to intermediate level of proficiency in the English
language. In case to obtain the participants, researcher need to get permission from the
institution (school district), group of participants or the parents of participants. To
recruit the participants, researcher will provide the purpose of study, the benefits from
this research and also the provision researcher made to protect the participants’
anonymity. By providing this information, researcher expected to get permission to
recruit the participants for the study.
3.3 Data Collection

In quantitative research design, the researcher used instrument for measuring and
observing quantitative data. The researcher will used the research instrument of
standardized test to observe students’ performances. Data was collected by the
researcher through the instrument namely Vocabulary Size Test. The vocabulary size
test was designed to provide a reliable, accurate and comprehensive measure of a
students’ vocabulary size from the 1st 1000 to 14th 1000 word families of English.

There are several reasons for wanting to measure a non-native speaker’s vocabulary
size. One reason is to see how close the student is to having enough vocabulary to be
able to perform certain tasks such as read a novel, read newspapers, watch movies and
listen to friendly conversations (Nation, 2006).

A multiple-choice format was selected for the Vocabulary Size Test in order to (1)
allow a wide range of content to be sampled efficiently, (2) allow the test to be used
with students from a variety of language backgrounds (i.e., many students are familiar
with the multiple-choice format), (3) control the level of difficulty of the items by
demanding approximately the same degree of knowledge for each item (achieved
through the consistent use of one set of item writing procedures), (4) make marking as
efficient and reliable as possible, and (5) make students demonstrate knowledge of each
item. (Nation and Beglar, 2007, as cited in Beglar, 2009)

This vocabulary size test was created by Paul Nation from Victoria University of
Wellington. The original vocabulary size test consists of 140 items divide into fourteen
word levels (ten items for each level). This test was in multiple-choice format and the
14,000 version is best used with only non-native students. The researcher would use
this type of test to collect the data and to measure the participants’ performances in
learning new vocabularies by using videos from Youtube. The researcher provided the
90 minutes class session and would receive the test booklet consists of a 50-item from
the first to fifth 1000 word frequency levels. Researcher were given as much time as
students needed to complete the test.
3.4 Data Analysis

The purpose of vocabulary size test (VST) was supposed to measure students’ receptive
knowledge from fourteen word frequency levels. According to Beglar (2009), the
researcher in this case would use Rasch model and the data from the completed tests
were entered into an Excel 11.3.5 spreadsheet, exported to WINSTEPS 3.64.2 (Linacre,
2007a), and calibrated using the Rasch dichotomous model (Rasch, 1960), which is
defined mathematically by the following formula: Pn = exp (Bn – Di) / [1 + exp (Bn –
Di)], here Pni = the probability of a person n with ability Bn succeeding on item i, which
has a difficulty of Di; exp = exponent of the natural constant e = 2.71828.

The Rasch measurement model was selected because it provides a way to construct
linear item and person measures, relate the empirical item and person hierarchy to a
priori hypotheses concerning the latent variable and person responses to that variable,
examine differences between observed responses and model expected responses, and
determine the dimensionality of the data through an analysis of item residual variances
and the degree to which the residuals appear to form meaningful measures of secondary
constructs. (Beglar, 2009)
REFERENCES

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United States of America: Wadsworth. pp. 305
Beglar, D. (2009). A Rasch-based validation of the Vocabulary Size Test.
DOI: 10.1177/0265532209340194
Brett, P., (1997). A comparative study of the effects of the use of multimedia on listening
Comprehension. System 25 (1), pp. 39±53.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge
University Press.
Canning-Wilson C. & Wallace, J., (2000). Practical Aspects of Using Video in the Foreign
Language Classroom. The Internet TESL Journal, Vol. VI, No. 11, November 2000.
Coady, J., & Huckin, T. (Eds.). (1997). Second language vocabulary acquisition. Cambridge:
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Creswell, J.W. (2012). Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research. 4th Edition. Thousand Oaks, California: SAGE
Publications. pp. 296-298
Creswell, J. W. (2012). Educational Research: Planning, Conducting and Evaluating
Quantitative and Qualitative Research. 4th ed. Thousand Oaks, California: SAGE
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Geddes, M., White, R., 1978. The use of semi-scripted simulated authentic speech in the
Listening comprehension. Audiovisual Language Journal 16, pp. 137±145.
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Rasch, G. (1960). Probabilistic models for some intelligence and attainment tests.
Copenhagen: Danmarks Paedogogiske Institut.
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2019, from https://www.collinsdictionary.com/dictionary/english/senior-high-school.
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Retrieved December 4, 2019, from
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Producing video for the classroom. Alexandria: TESOL Publications
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APPENDIX

Vocabulary Size Test (VST)

Circle the letter a-d with the closest meaning to the key word in the question.
First 1000
1. SEE: They saw it.
a. cut
b. waited for
c. looked at
d. started

2. TIME: They have a lot of time.

a. money
b. food
c. hours
d. friends

3. PERIOD: It was a difficult period.

a. question
b. time
c. thing to do
d. book

4. FIGURE: Is this the right figure?

a. answer
b. place
c. time
d. number

5. POOR: We are poor.

a. have no money
b. feel happy
c. are very interested
d. do not like to work hard

6. DRIVE: He drives fast.

a. swims
b. learns
c. throws balls
d. uses a car

7. JUMP: She tried to jump.

a. lie on top of the water
b. get off the ground suddenly
c. stop the car at the edge of the road
d. move very fast

8. SHOE: Where is your shoe?

a. the person who looks after you
b. the thing you keep your money in
c. the thing you use for writing
d. the thing you wear on your foot

9. STANDARD: Her standards are very

high.
a. the bits at the back under her shoes
b. the marks she gets in school
c. the money she asks for
d. the levels she reaches in everything

10. BASIS: This was used as the basis.

a. answer
b. place to take a rest
c. next step
d. main part
Second 1000
1. MAINTAIN: Can they maintain it?
a. keep it as it is
b. make it larger
c. get a better one than it
d. get it

2. STONE: He sat on a stone.

a. hard thing
b. kind of chair
c. soft thing on the floor
d. part of a tree

3. UPSET: I am upset.
a. tired
b. famous
c. rich
d. unhappy

4. DRAWER: The drawer was empty.

a. sliding box
b. place where cars are kept
c. cupboard to keep things cold
d. animal house

5. PATIENCE: He has no patience.

a. will not wait happily
b. has no free time
c. has no faith
d. does not know what is fair

6. NIL: His mark for that question was nil.

a. very bad
b. nothing
c. very good
d. in the middle

7. PUB: They went to the pub.

a. place where people drink and talk
b. place that looks after money
c. large building with many shops
d. building for swimming

8. CIRCLE: Make a circle.

a. rough picture
b. space with nothing in it
c. round shape
d. large hole

9. MICROPHONE: Please use the microphone.

a. machine for making food hot
b. machine that makes sounds louder
c. machine that makes things look bigger
d. small telephone that can be carried around

10. PRO: He's a pro.

a. someone who is employed to find out
important secrets
b. a stupid person
c. someone who writes for a newspaper
d. someone who is paid for playing
sport etc.
Third 1000
1. SOLDIER: He is a soldier.
a. person in a business
b. student
c. person who uses metal
d. person in the army

2. RESTORE: It has been restored.

a. said again
b. given to a different person
c. given a lower price
d. made like new again

3. JUG: He was holding a jug.

a. A container for pouring liquids
b. An informal discussion
c. A soft cap
d. A weapon that explodes

4. SCRUB: He is scrubbing it.

a. cutting shallow lines into it
b. repairing it
c. rubbing it hard to clean it
d. drawing simple pictures of it

5. DINOSAUR: The children were pretending to be dinosaurs.

a. robbers who work at sea
b. very small creatures with human form but with wings
c. large creatures with wings that breathe fire
d. animals that lived a long time ago

6. STRAP: He broke the strap.

a. promise
b. top cover
c. shallow dish for food
d. strip of material for holding things together

7. PAVE: It was paved.

a. prevented from going through
b. divided
c. given gold edges
d. covered with a hard surface

8. DASH: They dashed over it.

a. moved quickly
b. moved slowly
c. fought
d. looked quickly

9. ROVE: He couldn't stop roving.

a. getting drunk
b. travelling around
c. making a musical sound through closed lips
d. working hard

10. LONESOME: He felt lonesome.

a. ungrateful
b. very tired
c. lonely
d. full of energy
Fourth 1000
1. COMPOUND: They made a new compound.
a. agreement
b. thing made of two or more parts
c. group of people forming a business
d. guess based on past experience

2. LATTER: I agree with the latter.

a. man from the church
b. reason given
c. last one
d. answer

3. CANDID: Please be candid.

a. be careful
b. show sympathy
c. show fairness to both sides
d. say what you really think

4. TUMMY: Look at my tummy.

a. cloth to cover the head
b. stomach
c. small furry animal
d. thumb

5. QUIZ: We made a quiz.

a. thing to hold arrows
b. serious mistake
c. set of questions
d. box for birds to make nests in

6. INPUT: We need more input.

a. information, power, etc. put into something
b. workers
c. artificial filling for a hole in wood
d. money

7. CRAB: Do you like crabs?

a. sea creatures that walk sideways
b. very thin small cakes
c. tight, hard collars
d. large black insects that sing at night

8. VOCABULARY: You will need more vocabulary.

a. words
b. skill
c. money
d. guns

9. REMEDY: We found a good remedy.

a. way to fix a problem
b. place to eat in public
c. way to prepare food
d. rule about numbers

10. ALLEGE: They alleged it.

a. claimed it without proof
b. stole the ideas for it from someone else
c. provided facts to prove it
d. argued against the facts that supported it
Fifth 1000
1. DEFICIT: The Company had a large deficit.
a. spent a lot more money than it earned
b. went down a lot in value
c. had a plan for its spending that used a lot of money
d. had a lot of money in the bank

2. WEEP: He wept.
a. finished his course
b. cried
c. died
d. worried

3. NUN: We saw a nun.

a. long thin creature that lives in the earth
b. terrible accident
c. woman following a strict religious life
d. unexplained bright light in the sky

4. HAUNT: The house is haunted.

a. full of ornaments
b. rented
c. empty
d. full of ghosts

5. COMPOST: We need some compost.

a. strong support
b. help to feel better
c. hard stuff made of stones and sand stuck together
d. rotted plant material

6. CUBE: I need one more cube.

a. sharp thing used for joining things
b. solid square block
c. tall cup with no saucer
d. piece of stiff paper folded in half

7. MINIATURE: It is a miniature.
a. a very small thing of its kind
b. an instrument to look at small objects
c. a very small living creature
d. a small line to join letters in handwriting

8. PEEL: Shall I peel it?

a. let it sit in water for a long time
b. take the skin off it
c. make it white
d. cut it into thin pieces

9. FRACTURE: They found a fracture.

a. break
b. small piece
c. short coat
d. rare jewel

10. BACTERUM: They didn't find a single bacterium.

a. small living thing causing disease
b. plant with red or orange flowers
c. animal that carries water on its back
d. thing that has been stolen and sold to a shop