Challenging The Students by Using Video Movie to Improve Students’ Vocabulary on Independent Curriculum

  • Rani Amrista Wijayanti SMP Global Madani
  • Delta Rahwanda
  • Yudi Efendi
  • Wuri Syaputri


Based on Independent Curriculum in Indonesia, the goal of teaching learning at junior high school is that the students must be able to develop communicative competence in written as well as in spoken form. The use of video movie was chosen as video is an appropriate media to stimulate and motivate the students’ interest and attention in understanding the unknown words since video makes language more alive and meaningful and helps to bring the real worlds into classroom. This study is Classroom Action Research (CAR) study, means applied 2 cycles. The result shown, cycle 1, there were 18 students (54.54%) who gained score ≥ 55, while in cycle 2 there were 32 students (96 %) who gained score ≥ 60. For the learning process, that is, the students’ activities, there were only 23 students (66%) who did 80% of the activities in cycle 1, but there were 32 students (96%) who did 80% of the activities in cycle 2. Meanwhile, for the teacher’s performance, the teacher got score 62 in cycle 1, then she got 84 in cycle 2 which means that she could teach the students well after implementing the use of video movie.


Download data is not yet available.


Adem, H., & Berkessa, M. (2022). A case study of EFL teachers’ practice of teaching speaking skills vis-à-vis the principles of Communicative Language Teaching (CLT). Cogent Education, 9(1), 2087458.
Aghajanzadeh Kiasi, G., & Pourhosein Gilakjani, A. (2023). The Effects of Definitional, Sentential, and Textual Vocabulary Learning Strategies on Iranian EFL Learners’ Vocabulary Learning and Retention. Reading & Writing Quarterly, 39(2), 155–172.
Alexiou, T. (2023). Vocabulary in the Foreign Language Curriculum: Principles for Effective Instruction. Research Papers in Language Teaching and Learning, 13(1), 173–176.
Aravind, B. R., & Bhuvaneswari, G. (2023). Utilizing Blogs on ESL learners’ vocabulary learning through social constructivist theory: A descriptive study. MethodsX, 10, 101970.
Bristol III, J. E. (2007). Free Expression in Motion Pictures: Childhood Sexuality and a Satisfied Society. Cardozo Arts & Ent. LJ, 25, 333.
Cai, S., Liu, E., Shen, Y., Liu, C., Li, S., & Shen, Y. (2020). Probability learning in mathematics using augmented reality: Impact on student’s learning gains and attitudes. Interactive Learning Environments, 28(5), 560–573.
Covarrubias, P. O., & Kirschbaum, K. A. (2017). Among cultures: The challenge of communication. Routledge.
Drenoyianni, H., & Bekos, N. (2023). IT teachers’ beliefs about alternative curriculum designs: Results from a mixed methods study. The Curriculum Journal, 34(2), 315–334.
Fan, X., & Zhong, X. (2022). Artificial intelligence-based creative thinking skill analysis model using human–computer interaction in art design teaching. Computers and Electrical Engineering, 100, 107957.
Haryana, M. R. A., Warsono, S., Achjari, D., & Nahartyo, E. (2022). Virtual reality learning media with innovative learning materials to enhance individual learning outcomes based on cognitive load theory. The International Journal of Management Education, 20(3), 100657.
Holden, M. (2023). Exploring online lesson study as a vehicle for teacher collaborative professional learning. International Journal for Lesson & Learning Studies, 12(2), 179–193.
Homayouni, M. (2022). Peer assessment in group-oriented classroom contexts: On the effectiveness of peer assessment coupled with scaffolding and group work on speaking skills and vocabulary learning. Language Testing in Asia, 12(1), 61.
Jiang, L., Yu, S., & Zhao, Y. (2022). Incorporating digital multimodal composing through collaborative action research: Challenges and coping strategies. Technology, Pedagogy and Education, 31(1), 45–61.
Jukes, S., Stewart, A., & Morse, M. (2023). Learning landscapes through technology and movement: Blurring boundaries for a more-than-human pedagogy. Journal of Adventure Education and Outdoor Learning, 1–18.
Leo, S. (2021). A challenging Book to practice Teaching in English. Penerbit Andi.
Lestari, D. A., & Sakti, B. (2020). Social vulnerability to earthquake hazard at Pringsewu District, Lampung Province. IOP Conference Series: Earth and Environmental Science, 561(1), 012046.
Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive Education and Development, 11(2), 845–860.
Mumford, S., & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education, 144, 103706.
Ng, D. T., Ng, E. H., & Chu, S. K. (2022). Engaging students in creative music making with musical instrument application in an online flipped classroom. Education and information Technologies, 27(1), 45–64.
Nushi, M., & Orouji, F. (2020). Investigating EFL Teachers’ Views on Listening Difficulties Among Their Learners: The Case of Iranian Context. SAGE Open, 10(2), 215824402091739.
Pawlak, M., Derakhshan, A., Mehdizadeh, M., & Kruk, M. (2021). Boredom in online English language classes: Mediating variables and coping strategies. Language Teaching Research, 136216882110649.
Perez, M. M. (2022). Second or foreign language learning through watching audio-visual input and the role of on-screen text. Language Teaching, 55(2), 163–192.
Roberts, S. (2022). The power of not thinking: How our bodies learn and why we should trust them. Rowman & Littlefield.,+hearing,+smelling,+feeling,+thinking,+and+do+physical+activities.+&ots=1jr-yx85dN&sig=aqueGYafbGiyibo-ogVv9NaLFKs
Rousse-Malpat, A., Steinkrauss, R., Wieling, M., & Verspoor, M. (2022). Communicative language teaching: Structure-Based or Dynamic Usage-Based? Journal of the European Second Language Association, 6(1).
Saleem, M., Larik, A. R., & Bukhari, S. G. A. S. (2023). Loopholes in developing English communicative competence: A comparative case study of Pakistan and China. Research in Comparative and International Education, 18(3), 373–394.
Syaputri, W., Septianasari, L., & Abqoriyyah, F. H. (2020). Tantangan Dalam Meningkatkan Kemampuan Berbicara Mahasiswa dengan Metode Pembelajaran Wawancara. Jurnal Educatio FKIP UNMA, 6(1), 90–97.
Teng, M. F. (2023). The effectiveness of multimedia input on vocabulary learning and retention. Innovation in Language Learning and Teaching, 17(3), 738–754.
Wallace, M. P. (2022). Individual Differences in Second Language Listening: Examining the Role of Knowledge, Metacognitive Awareness, Memory, and Attention. Language Learning, 72(1), 5–44.
Wallace, T., Stariha, W. E., & Walberg, H. J. (2004). Teaching speaking, listening and writing. International Academy of Education.
Williams, R., Ali, S., Devasia, N., DiPaola, D., Hong, J., Kaputsos, S. P., Jordan, B., & Breazeal, C. (2023). AI + Ethics Curricula for Middle School Youth: Lessons Learned from Three Project-Based Curricula. International Journal of Artificial Intelligence in Education, 33(2), 325–383.
Zhai, X., C. Haudek, K., Shi, L., H. Nehm, R., & Urban‐Lurain, M. (2020). From substitution to redefinition: A framework of machine learning‐based science assessment. Journal of Research in Science Teaching, 57(9), 1430–1459.
Zhou, C., & Li, X. (2021). LextPT: A reliable and efficient vocabulary size test for L2 Portuguese proficiency. Behavior Research Methods, 54(6), 2625–2639.
How to Cite
Wijayanti, R. A., Rahwanda, D., Efendi, Y., & Syaputri, W. (2024). Challenging The Students by Using Video Movie to Improve Students’ Vocabulary on Independent Curriculum. ELT-Lectura, 11(1), 13-24.
Abstract viewed = 0 times
PDF downloaded = 0 times