ENRICHING ENGLISH VOCABULARIES USING MOVIE SCRIPT IN READING CLASS

The purpose of this study is to get more in-depth implementation of movie scripts to increase vocabulary in reading classes. Vocabulary has a important role in understanding the contents of the reading text. The research method uses action research. So that, data analysis techniques use qualitative and quantitative data analysis techniques. The sample is taken as many as 25 students. The process of collecting data uses tests, observations, and interviews. The results showed that the vocabulary of students before and after using movie scripts was different. The average score of the student vocabulary test in the reading class showed a significant difference. The average of pre-test result is 56.2 and the post-test is 81.87


Introduction
Some students think that English vocabulary learning is difficult part. Sometimes, they are confused with the meaning. It is because, the word has different meaning between literal and context. It has essential role in English learning both of passive skills and active skills. Like as reading class, it needs knowledge about vocabulary. According to Read (2000:1) "Vocabulary is necessary in the sense that words are the basic building blocks of language, the unit of meaning from which larger structures such as sentences, paragraphs, and whole text are farmed." Richard and Willis (2008:82) "Vocabulary building is microcosm of the large process of literary building ". It means that vocabulary is essential part of language and serves as a basic for learners to speak, listen, read, and write. It is the main element for language. It used in four language skill learning. Everyone will know the meaning of the text from the basic concept of vocabulary comprehension.
The result of observation and interview, the researcher found some problems in the reading class that related with the vocabulary knowledge. They are; 1) the students cannot comprehend the literal and context meaning in the text, 2) the students still are lack meaning when they explain the content of reading, 3) the result of vocabulary test is still low, and 4) the students bored in learning process. It is because the teacher less used the learning media. As we know that learning media has an essential in learning process. From these problems, vocabulary has important role for language skill learning. It can give negative impact in English learning. Some research has given evidence that vocabulary has an important role in English language skill learning. Teaching critical reading strategies to EFL learners can have a significant positive effect on the retention of new vocabulary by such learners (Khabiri & Pakzad, 2012). This study shown that vocabulary always need to comprehend the reading meaning. Like as Nation (2001) (Nemati, 2010).
As we know that learning method or strategy has significant influence on vocabulary learning. But it will fail if the implementation of learning method is completed by learning media. The result of observation and interview from some students and teacher concluded that they like the music, learning fun using technology, watching movie, etc.
The research result shown that watching flash story with or without subtitles seems to have a significant impact on incidental vocabulary acquisition of learners. The gains of learners were thought to be the result of contextual aids of flash stories. Flash stories with special characteristics such as providing a concrete picture of words and articulating of words clearly provides a very rich context of acquisition and facilitate the understanding of the target words whether it is accompanied with subtitle or without subtitle. The findings of this study also indicated that vocabulary development is a long lasting process that needs to be supported by contextual clues (Mousavi & Gholami, 2014). Recent research has shown that learners can learn new words while watching TV programs. However, the number of words learned tends to be low. Several studies have demonstrated that first language (L1) subtitles as well as captions (= subtitles in the foreign language) have the potential to increase learning gains compared to when no onscreen text aids are provided (Peters, Heynen, & Puimège, 2016). There is the different result of research that have found. The use of subtitled audiovisual aids in foreign language classroom teaching help the students in learning process (Frumuselu, De Maeyer, Donche, & Colon Plana, 2015). Watching video clips and studying the language used in them improves their command of currently used English for tourism (Kacetl & Frydrychova-Klimova, 2015). Then, it can be concluded that film or movie gave the positive impact on vocabulary learning.
Thus, the main problem of this study is the impact od movie script on vocabulary knowledge in reading class. The problem research; how is the impact of movie script on students" vocabulary knowledge? So, the research can give the different ways in vocabulary learning especially it is to comprehend the reading text.

Research Method
The research method was action research. The procedure of action used Kemmis and McTaggart (Burns, 2010). This research measured the process learning and the result of learning. Process of action research has been success when the average score in the post test got 80. The participant of research is 25 students from UIN Mataram in 2017-2018 academic years. The process of collecting data used observation, interview and test.
Qualitative data used observation and interview to analyze the process of learning or action and quantitative data used test to know the result of learning. The validity of the study used credibility, transferability, dependability, and conformability. Technique of analysis data used qualitative and quantitative data analysis.

Findings and Discussions
Process of vocabulary learning in reading class has given different students" vocabulary test. Here is the different of result of pretest and posttest from the test.

Graph. 1 The Different of Pretest and Posttest Score
Graph 1 shown that students has increased the vocabulary test score from pretest to posttest. In the pretest, the lowest score is 43 and the highest score is 66. There are many students that fail this learning. While in the posttest result, the lowest score is 77 and the highest score is 89. It means that the posttest result gave a good changing. Each student had the developing score. Here is the result of statistic descriptive from the vocabulary test.   class has improve when the teacher used the movie script. In this study, students watch the movie in the first without script and the second time, they watch the movie with the script. They have to give attention the vocabulary learning process in the reading class has been directed towards understanding the movie script in the reading class. Every learning in the first to third cycle, students are directed to the process of writing and exploiting the meaning of script from the vocabulary presented. After reading, students are directed to identify difficult vocabulary words, idioms, or terms in the movie script.
Next, students learn the meaning as literally and context. Thus, students can easily understand that every word in English will have different meanings when it is in a different context study. So, the process learning is interest and fun. Because, movie is one of the multimedia that is appropriate with the condition today.
Digital era is not only influenced on the economic system, but the education process has to utilize the technology, for example using the film is taken from you tube, DVD, or others website. As essential, students loved movie. It has a good story to learn many values, beside that the student can learn more new vocabulary. It gives students the real example in using interactive language. The visuality of film makes it an invaluable language teaching tool, enabling learners to understand more by interpreting the language in a full visual context. Film assists the learners" comprehension by enabling them to listen to language exchanges and see such visual supports as facial expressions and gestures simultaneously. Film can bring variety and flexibility to the language classroom by extending the range of teaching techniques and resources, helping students to develop all four communicative skills (Donaghy, 2014).
In the research shown that teaching English through movies is one of the better methods for cultural transference, short of learners going abroad. It would seem though that in order to ensure students are learning the material and retaining it, a certain amount of time and thought need to be invested into lessons (Brown, 2010). Movie can use in language skill. Other research has proved in the writing skills. The first time using film and streaming media in academic writing teaching and learning process, the students have a good appreciate. They enjoy watching film and is an enjoyable way to learn.
Because it shows a nice condition and fun. It is audio visual media as a good complement to written texts. During this time, the students just learn theory after that doing assignment. Of course it gives bored feeling. But using film and streaming media, they can get more idea and develop supporting in their writing (Meinawati, 2014.).
Moreover, several empirical studies focused on the effects of watching subtitled films/animations on comprehension in reading and listening, and vocabulary acquisition. Neuman and Koskinen's experiment showed that the group that watched a scientific television program with subtitle incidentally acquired more words than either proficiency level of CEFR, were randomly assigned either to interlingual mode (English sound+Spanish subtitles) or to intralingual mode (English sound+English subtitles). They were exposed to a total of 13 subtitled episodes from the American series Cognitive Load (Frumuselu et al., 2015). From this research can be concluded that smartphone is multimedia like as movie. It can help the students to catch more information in vocabulary learning. Text in the movie sometime has different grammatical. it combines the culture and social context. It is a real story that informed the different meaning. Thus, the student gets many new vocabulary is related with the social life.

Conclusion and Implications
This research found that script movie gave different ways to learn new vocabulary. The students feel fun with the material and they can improve their understanding on vocabulary. Besides that, the students found new meaning and different meaning like as context. Therefore, the teacher has to choose appropriate movie that has a good value to increase their interesting in English learning. For the next research, the teacher may be developing this study using big size and time, combining the script movie with strategy learning, and it related with the student"s personality. Because this study found some problem when the vocabulary learning has done, some students have difficulties to identify new vocabulary and cannot share information in the group. Therefore, the teacher can develop students" personality to implement the strategy and media of learning. The result of study has given the positive impact in implementation of vocabulary learning.