Teaching vocabulary using movies to the fifth grade students at sdn lirboyo 2 in the academic year 2024/2025
DOI:
https://doi.org/10.29407/90xv7n04Keywords:
Vocabulary, Teaching Using Movies, MovieAbstract
This study explores the implementation of movies as a medium for teaching vocabulary to fifth-grade students at SDN Lirboyo 2 during the academic year 2024–2025. The research aims to provide a comprehensive description of how movies can be integrated into vocabulary instruction to enhance students’ engagement, motivation, and vocabulary mastery. Utilizing a qualitative case study approach, data were collected through detailed field notes and documentation during classroom activities, focusing on the teaching process, students’ responses, and the effectiveness of movie-based instruction. The instructional framework was systematically organized into preparation, teaching, and assessment stages, with careful attention to age-appropriate movie selection, interactive classroom activities, and speaking assessments that emphasized pronunciation and confidence. The findings reveal that the use of movies significantly increased students’ enthusiasm and participation in English lessons. Repetition activities, particularly those involving pronunciation practice with movie characters, led to noticeable improvements in students’ spoken accuracy and confidence. The visual and contextual cues provided by the movies helped students better understand and retain new vocabulary, especially in self-introduction tasks. Students responded positively, expressing that learning with movies felt more enjoyable and less tedious compared to traditional methods. The integration of multimedia tools such as movies not only created a dynamic and engaging classroom atmosphere but also supported the development of both receptive and productive language skills. The study concludes that movies are highly effective and developmentally appropriate tools for vocabulary instruction, aligning well with the cognitive, social, and linguistic characteristics of young learners. The results offer practical implications for teachers seeking innovative strategies to enhance vocabulary learning, for curriculum developers aiming to incorporate multimedia resources, and for future researchers interested in exploring media-based language instruction in elementary education. The study further highlights the importance of thoughtful lesson planning, careful selection of movie clips, and the provision of interactive activities to maximize the benefits of multimedia in the classroom.
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