The Effectiveness of Explicit-Implicit Vocabulary Learning Using Subtitled-Video on Vocabulary Mastery of Students of MTs. Darul A’mal

Muhammad Iqbal Arramany, Cucu Sutarsyah, Ari Nurweni


Penelitian ini bertujuan untuk mengamati efektifitas pembelajaran kosakata dengan pendekatan eksplisit-implisit menggunakan video yang diberikan subtitle L1 (Bahasa Indonesia) atau L2 (Bahasa Inggris) terhadap penguasaan 30 kosakata target. Desain penelitian ini adalah quasi-experimental dengan 2x2 desain faktorial. Tiga puluh (30) siswa di setiap kelas dimasukan kedalam salah satu dari empat perlakuan berikut; eksplisit-L1, explisit-L2, implisit-L1, dan implisit-L2. ANOVA dua jalur menunjukan adanya interaksi yang signifikan antara pembelajaran explisit-implisit dengan jenis subtitle yang digunakan dalam video terhadap hasil immediate post-test (p = 0.004 < α = 0.05). Pembelajaran kosakata dengan pendekatan explisit terbukti lebih unggul dibandingkan dengan pembelajaran implisit; dan video dengan subtitle berbahasa Indonesia (L1) terbukti lebih unggul dibanding video dengan subtitle berbahasa Inggris (L2). Hasil ini menunjukan bahwa video yang diberikan subtitle berbahasa Indonesia (L1) dapat menjadi sarana pembelajaran kosakata yang baik terutama ketika dibarengi dengan penggunaan pendekatan eksplisit.

The aim of this study is to investigate the effectiveness of explicit and implicit vocabulary learning using video with L1 or L2 subtitle to students’ vocabulary mastery of 30 target words. The design is quasi-experimental with 2x2 factorial designs. Thirty (30) students in each classroom were assigned to one of these four conditions; explicit-L1 subtitle, explicit-L2 subtitle; implicit-L1 subtitle, and implicit-L2 subtitle. Two-way factorial ANOVA reveals that there is a statistically significant interaction between explicit-implicit learning and types of subtitled video on the students’ immediate post-test results (p = 0.004 < α = 0.05). Explicit learning was proved to be superior to implicit learning, and L1 subtitle is superior to L2 subtitle in four learning conditions. This result suggests that L1 (Indonesian) subtitled-authentic-video has proved to be a valuable resource to learn new vocabularies in the classroom, especially when presented using explicit instructions.

Keywords : Explicit, implicit, subtitle, video, vocabulary learning.

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