The Effectiveness of Video to Improve Students Vocabulary In Primary School

Riri Feby Anjani

Magister Students of Jambi Universiy, Indonesia

Ririnanjani97@gmail.com

Abstract

This literature review study aims to see the impact of video to improve students vocabulary in
primary school, in Jambi Province, Indonesia. The critical review of relevant studies on the field
of teaching english for Primary School, especially in vocabulary. It should have better improve
in teaching and learning english process through video for primary school. In this review, the
researcher presents what literatures suggested and recomended in the area of using video and
possible teaching strategies hold to improve the quality of teachers in teaching English in
primary school. The relevant articles being reviewed were from Indonesian context as well as
International context. This study hopefully can contribute to the betterment of teaching practice
of English in Indonesian school. The following topics are presented in order to improve students
vocabulary in prymary school through video. The domains and dimensions of English teachers’
competence, teachers’ training, and conclusion and suggestions.

Keywords: Teaching English for Elementary School, young learner and learning vocabulary
through video
INTRODUCTION

English is the most widely used communication tool in various countries where English
is also often referred to as an international language, therefore, we need to learn English. In
learning English, four major skills must be mastered, namely listening, speaking, reading, and
writing. Students need English vocabulary to support them in these skills and by having a lot of
English vocabulary they would be able to communicate in spoken and written English.
Rahmadhani (2015) stated that young learners should have been taught vocabulary early
because it is an important item in language learning.

Vocabulary is one of important aspects in teaching language, as stated by Allen in his

book “Vocabulary is one of the important factor in all language teaching, student must
continually be learning words as they learn structure and as they practice sound system.
However, the more English vocabulary the students can achieve, the better performance they will
get’’ (Edward 1997). It’s a really a hard and a big job for all English teachers in Indonesia to
make English teaching effective and efficient, and to find some strategies to use in their classes.

One of the learning strategies that can help teachers to improve students’ vocabulary is
using the video. According to Kathleen ‘’Videos have become more and more popular in
language teaching for decades. All skills, such as speaking, listening, reading, and writing, can
be instructed with videos. Videos are not only used for entertainment, but they also can provide a
great approach for language teaching and learning’’

To find out the type of media that is suitable for improving the English vocabulary of
primary school student, this critical literature review study present and examine a number of
relevant topics that will be useful information English teachers, policymakers, and others in their
efforts to better understand theoretical and practical problems of teaching English in Indonesian
schools.

Based on these statements, the writer wants to conduct a study to observe how primary
school students improve their vocabulary during the implementation of video in teaching
vocabulary.
Literature Review

Teaching English for Primary School

Teaching English in primary schools includes one that needs to be underlined. It is

because it deals with young learners who have unique characteristics. Several characteristics of
young learners are egocentric, imaginative and active, self-centered, get bored easily, and find
difficulties to differentiate the concrete and abstract things; they also have a low concentration
level, prefer to do their task by themselves, and love to learn new things. They learn by doing to
acquire a new language.

Teaching English in primary schools has several purposes. They are categorized into
two major parts, such as interaction and socialization. The aims of interaction are to help
children to acquire and use information, like learning how to spell; to help children to acquire
other physical skills, such as cutting, handwriting; and help children to acquire complex skills
such as reading. Meanwhile, the purposes of socialization are to help children to recognize a
wider society, and enable them to mingle with their peers and to work with them. For example,
the activities in the class can be done through working in pairs, playing games, singing a song,
and the like. In addition, young learners acquire a language effectively and efficiently if the
environment supports them. They will learn through their experiences and activities. It means
that they explore their backgrounds and skills to acquire a language more easily because they
directly interact with them. As mentioned previously, children also like to make physical
movements, so that fun activities such as playing games, singing songs, storytelling, role-
playing, and so on can be recommended exercises to help young learners pick up the target
language quickly. Other fun learning activities that can be applied by teachers to teach English
for young learners can also be found in other references, and so on. They propose fun activities
like “Get together activities, spider mobile, the giant potato story, learning diaries, matching, and
so on.” The next discussion is the main idea of the study mentioned previously. It is the benefits
of teaching English in primary schools, challenges, and the solutions of the issues. These ideas
are collected from several studies on the teaching of English in primary schools.
Young Learners

Syafrizal and Haerudin (2018) claimed that “The young learners are students who are
studying in Elementary or Senior High School aging 7-15 and they studied English as a second
language”. Moreover, the mastery of grammar, pronunciation, and vocabulary develops when
young learners are around four or five years old, also during this period, young learners develop
a vocabulary that is interesting to them (Gordon, 2007). In the proses learning, young learners
have various ways of learning such as understanding a meaning based on their experience and
explore it and try something new because it has a great curiosity (Juhana, 2014). Teaching for
young learners has a different way to teach adults. Besides differences of age, also differences
between what they need and their understanding. In line with that, (Rahmadhani, 2015) “to be
successful in teaching children in a second and foreign language, it requires specific skills and
intuitions that are different from those appropriate for teaching adults”. The role of teachers who
use the video in the teaching process, it must match the video content to the subject matter in
accordance with the child's ability (Nasution, 2019).

Learning Vocabulary Through Video

Media are needed to teach the objectives of the teaching learning process. In teaching
learning process, media play has an important tool. Based on Harmer stated that as a language
teacher, the teacher should use a variety of teaching aids to explain language meaning and
construction and engage students in a topic or as the basic of a whole activity.30 It means that
teacher should use various media or teaching aids in giving the material to the students.
According to Brinton, Media helps teacher to motivate students by bringing a slice of real life
into the classroom and by presenting language in this more communicative context.

In this research, the researcher uses one of teaching media to teach vocabulary to make
it pleasing and interesting to the students. The media is video interactive. By using video,
students feel something new and different from what they usually got in their class.

Video as a media in the teaching learning process is to link limitation, triggering

involvement of educative participant actively in study with visual media. Media word meaning
“medium” or “deliverer” Education Association (NEA) define as object able to manipulate, to be
seen, to be heard, to be read of discussed along with instrument which is made the most of in
school activity. Beside video as media to voice importance or idea a small group to other group.
Video in fact only appliance of same as other media or appliance. In all education process and
society organization to the target of social change

Findings