Bab Ii
Bab Ii
Literature Review
knowledge of vocabulary. The richer vocabulary we have, the better we can communicate.
Hence, in order not to fail in the way of teaching and learning vocabulary, teachers and students
must try their best to find out an appropriate method for themselves. Using visual aids, especially
movies or film, is a good way to teach vocabulary and really important, necessary for the new
method of teaching and learning. To elaborate further the methods of teaching vocabulary, this
chapter presents the definition vocabulary, kinds, important of vocabulary, teaching media,
Vocabulary
This part the researcher discuses about the definition of vocabulary according to expert,
and also kinds of vocabulary itself. Definition of vocabulary. Lehr, Osborn, and Hiebert (2004)
state that vocabulary is the total number of words, which make up the language. It can be
defined, roughly, as the words, we teach in the foreign language. In addition, Linse (2005) also
have a similar definition that vocabulary is knowledge that studied the word. The part of words
gives a clue of the meaning of language.In the other side, Richard and Rogers (2003) state that
vocabulary is very important to be learned because it is one of the elements of language that
should be learned and taught. It cannot be denied, that it will be hard to master a language
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without mastering or understanding a certain number of vocabularies. It is also as an essential
Richard (2002) stated that vocabulary is used to learn how the student can communicate
well in speaking, listening, and writing. He explained that vocabulary is one of language
component that can affect macro skill. From the definition above the researcher can conclude
that vocabulary is a list of words that students have to know and also use in macro skills that
Types of vocabulary
There are many types of vocabulary in learning English. They are active and passive
Active and passive vocabulary. According to Alqathani (2015), active vocabulary is the
set of all words which are not only understood but also used in spoken or written expression for
example, practice, conduct, project. Besides, passive vocabulary is the word which is understood
by people but not well enough for active use such as resistance, protest and lobby (Alqathani,
2015). From definitions of active and passive vocabulary, it can be concluded that active
vocabulary is used in spoken and written expression and passive vocabulary is used in written
only.
Productive and receptive vocabulary. Receptive vocabulary is the word that the students
can recognize and recall in reading and listening, for instance, there is someone talking English
and the listener can understand what he talks about (Zhou, 2010). It means that the listener
receive the language. Then, productive vocabulary is the word that the students use in speaking
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and writing. In other words, the words that the students listen and read are receptive vocabulary
and the words that the students speak and write are productive vocabulary (Zhou, 2010).
High and Low Frequency Vocabulary. The other types of vocabulary according to
Nation (2001) are high frequency words and low-frequency words. High frequency words are
words that are most frequently in written material, such as and, the, as, and it. These are words
that have little meaning. Low frequency words are the words that are not commonly used in
written or spoken, such as thine, dale, and gall. Therefore, in learning process teacher usually
teaches the high frequency word than low frequency word. The high frequency word will be
useful for students because the high frequency words are the common words that are always used
From the types of vocabulary above, there are some types of vocabulary. They are
passive, active, receptive productive, high frequency and low frequency. Active vocabulary is
used in spoken and written and passive vocabulary is only used in written. The vocabulary that
the students listen and read is called by receptive vocabulary and the vocabulary that the students
speak is productive vocabulary. The vocabulary which is common to use is high frequency and
There are some reasons why learning vocabulary is important. First, vocabulary is an
achievement that students should have. Han et al. (2010) stated that vocabulary learning is an
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collections of words in order to master the language. Some studies also have found that the size
vocabulary influences students’ academic achievement. It is because the students are able to
understand the language in oral or written text, understand the instruction, able to give their ideas
and actively participate in the learning process when they are able to master the vocabulary. It
means that the ability to master the vocabulary influences the students’ academic achievement.
Then, it is the basic step to communicate. Wilkins explained “without grammar very little
can be conveying, without vocabulary, nothing can be conveyed” (as cited in Thornbury, 2002).
If students only emphasize on the grammar, their skills in mastering the English language will
not improve very much. It is different from students who are learning more words they will have
more improvement. They will be able to communicate to the other people because they know the
words that they will use to deliver their message. They are also able to understand the message
that the other people deliver easily. That is why vocabulary is important to be mastered by
It is also linked to students’ reading comprehension. The National Reading Panel (2000)
analyzed scientific studies that led them to conclude that readers’ vocabulary strongly related to
their understanding of the text. The NRP explained that students who have been taught
vocabulary before reading the text, they have greater comprehension than students who did not
learn vocabulary first. The comprehension is gotten because they know the content of the text by
knowing the vocabulary first. The comprehension is different from students who did not learn
vocabulary before reading the text. It is because they do not know the meaning of the words in
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Challenge in Mastering Vocabulary
Learning new words is especially hard for students who come to school with small
vocabularies or limited knowledge of English. People who do not use English as their native
language may face some difficulties when they learn English vocabulary because of some
challenge. There are several challenge which is explained by Gower, Philips, and Walker (2010)
The similarity to English word already known. Students may have known some English
words but they may not know some English words that have the same meaning or it has some
differences. Like in an antonym word, of a word is constructed from it word by adding un. For
example, if students have already known the word important, so they should be able to guess the
meaning of unimportant. That is why the researcher wants to deliver how to know the differences
Connotation. One of the problems that the students are finding in learning vocabulary is
connotation, the students are confused to use which connotation is appropriate to use because the
inappropriate chosen will give negative meaning to the native speaker. The example is either
word of slim or skinny, both of that word can be used to describe someone who is thin, but both
of those two words have a different connotation. The word slim has more positive meaning that
is more polite than skinny which mean that if someone goes wrong to choose one of that word to
describe a person, it will be terrible. Therefore, it is important for students to be able to choose
an appropriate connotation when they communicate with the others because it is part of the
attitude.
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Spelling and Pronunciation. The way English words spelled and pronounced are
different from the way of students who speak English using regular spelling system. The student
will get confused of what they have listening is different than when they are speaking because
some of the word has the same pronunciation if they hear a word that sounds like the other word
that has a different meaning. For examples are the words through, though, tough, and thorough.
Multi-word items. Students may confuse with a lexical item that may consist of more
than one word. The examples are tennis shoes and sports car. Then, phrasal verb also makes
students confuse because it consists of more than one word. For examples are called off, put off
and brush up. Most of the students feel difficult with this part because they are made up of
simple words that are combined with verb and preposition or adverbs.
Collocation. The other problems that most of the students get are they find difficulty to
collocate words in a right message. For example, people are injured or wounded but things are
damaged, and we can say a strong wind and strong coffee, but it’s a light wind, not a weak wind
Appropriate. The use of appropriate vocabulary is also problematic for students. In this
part, the student should be able to choose an appropriate word depending on the context. For
example, the use of word pushing means almost in the sentence “he is pushing fifty”. The word
“pushing” in the sentence above means older than fifty and it is inappropriate to use in the
sentence. Therefore, it is important for students to pay more attention in the use of appropriate
words in the informal style and formal style that they use.
Media
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Daryanto (2010) stated that media is an intermediary or introductory between speakers to
the listener in the communication. So the media connected between communicator and
From the definition above it can be said that anything which carries the information between a
source and a receiver is called media. Heinich (2002) stated that the purpose of media is to
facilitate communication and learning. Djamarah and Zaifn (2010) state that there are 3 kinds of
Audio Media. This media is only showing the sound like radio, cassette recorder, mp3
and many more related to the sounds, audio media can make the students paid attention or focus
about what kinds of a word that comes up from the sounds, but media is not suitable for deaf
Visual Media. The media that only show a picture without a sound. It means that the
student just sees the picture without hearing the actor said, the example of this media is strip,
comic, slide photo, and picture series. The student can use this media to describe a picture that
the teacher shows, what inside of picture and many more related to the study.
Audio Visual Media. This media is a combination of audio media and visual media. A
picture and sound are obligated to use, therefore this media is better than the other media because
the students can get information clearly by seeing the picture and hearing the sounds. Audio
Visual media divided into 4 kinds. Quite audiovisual, this media is only showing a sound and
quite picture like sounds slide. Movement audiovisual this media only show sound and picture
like cartoon 2d. Pure audiovisual, these media show both sound and picture are from one source.
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Not pure audiovisual, this media shows both sound and picture are come from another source,
for example, picture from LCD projector and sound come from the active speaker.
Animation movie is the same as cartoon movie. The word animation was derived from
Yunani “anima” which the meaning is the soul and life. The word animation also has a mean is
to give life to the object by storing the object in the specific. Yatimah (2014) state that animation
movie is kind of movie that involves sounds, recording a series drawing of manipulating in the
animate object. It means that animation movie is one of the interesting media because it has
components that can help students to improve their ability, especially in vocabulary mastery by
identifying the words that come from the story of animation movie. It is also supported by
Morisson and Tversky (2000) that animation movie has involved other aspects communication
The researcher uses animation movie with the title “The Ratatouille” because this movie
has the easy vocabulary and also the language is quite polite than the other movie, and also the
movie has interest content. A.O.Scoot (2007) states that The moral of “Ratatouille” is delivered
by a critic: a gaunt, unsmiling fellow named Anton Ego who composes his acidic notices in a
coffin-shaped room and who speaks in the parched baritone of Peter O’Toole. “Not everyone can
be a great artist,” Mr. Ego muses. “But a great artist can come from anywhere”. Written and
directed by Brad Bird and displaying the usual meticulousness associated with the Pixar brand,
“Ratatouille” is a nearly flawless piece of popular art, as well as one of the most persuasive
portraits of an artist ever committed to film. It provides the kind of deep, transporting pleasure, at
once simple and sophisticated, that movies at their best have always promised.
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Its sensibility, implicit in Mr. Ego’s aphorism, is both exuberantly democratic and
unabashedly elitist, defending good taste and aesthetic accomplishment not as snobbish
entitlements but as universal ideals. Like “The Incredibles,” Mr. Bird’s earlier film for Pixar,
also exemplifies. The hero and perhaps Mr. Bird’s alter ego is Remy, a young rat who lives
somewhere in the French countryside and conceives a passion for fine cooking. Raised by
garbage-eaters, he is drawn toward a more exalted notion of food by the sensitivity of his own
palate and by the example of Auguste Gusteau, a famous chef who insists more in the manner of
Julia Child than of his real-life haute cuisine counterparts that “anyone can cook.”
What Remy discovers is that anyone, including his uncultured brother, can be taught to
appreciate intense and unusual flavors. How to translate the reactions of the nose and tongue by
means of sound and image is a more daunting challenge, one that the filmmakers, including
Michael Giacchino, author of the marvelous musical score, meet with effortless ingenuity.
Remy’s budding culinary vocation sets him on a lonely course, separating him from his clannish,
philistine family and sending him off, like so many young men from the provinces before him, to
seek his fortune in Paris. That city, from cobblestones to rooftops, is brilliantly imagined by the
animators. And, as usual in a Pixar movie, a whole new realm of physical texture and sensory
detail has been conquered for animation. “Finding Nemo” found warmth in the cold-blooded,
scaly creatures of the deep; “Cars” brought inert metal to life. At first glance, “Ratatouille” may
look less groundbreaking, since talking furry rodents are hardly a novelty in cartoons. But the
innovations are nonetheless there, in the fine grain of every image: in the matted look of wet rat
fur and the bright scratches in the patina of well-used copper pots, in the beads of moisture on
the surface of cut vegetables and the sauce-stained fabric of cooks’ aprons. Individually, the rats
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are appealing enough, but the sight of dozens of them swarming through pantries and kitchens is
appropriately icky, and Mr. Bird acknowledges that interspecies understanding may have its
limits.
Perhaps because animation, especially the modern computer-assisted variety, is the work
of so many hands and the product of so much invested capital, we are used to identifying
animated movies with their corporate authors: Disney, DreamWorks, Pixar and so on. But while
the visual effects in “Ratatouille” show a recognizable company stamp, the sensibility that
governs the story is unmistakably Mr. Bird’s. A veteran of “The Simpsons” and a journeyman
writer for movies and television, he has emerged as an original and provocative voice in
American filmmaking. He is also, at least implicitly, a severe critic of the laziness and
avoiding the usual kid-movie clichés and demonstrating that a clear, accessible story can also be
celebrity voice-work, and while Remy is cute, he can also be prickly, demanding and insecure.
Moreover, his basic moral conflict — between family obligation and individual ambition — is
handled with unusual subtlety and complexity, so that the reassurances and resolutions of the
And while the film buzzes with eye-pleasing action and incident — wild chases,
hairbreadth escapes, the frenzied choreography of a busy kitchen — it does not try to overwhelm
its audience with excessive noise and sensation. Instead Mr. Bird integrates story and spectacle
with the light, sure touch that Vincente Minnelli brought to his best musicals and interweaves the
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Learning through Ratatouille Movie
Classrooms that use the movie as a medium of education usually hold a number of 32
students. The researcher already chooses one of an interesting movie, named in the movie is
ratatouille movie. Darwanto (2010) stated that to help students study through the movie, message
seriously considered. In addition, the teacher factor in the media also plays a very important role,
because it is very influential in communicating with children and success or failure of the
program depends entirely on the person who brought the show. There are several steps to use the
Teaching preparation. Analyzing the topic is very important before we do some activity,
In this case, the researcher uses animation movie by the title “The Ratatouille”. The research’s
do teaching preparations before teach the students. The fist that the researcher prepare is school’s
permission, by using from university , the researcher went to school and get some permit from
Humas division, then the researchers went to to regional head of the school organization to get
permission’s letter for do some research at school. After get permission to regional head of the
school organization and school, the researcher met the teacher at school and discuss about what
is media that the researcher will use to improve vocabulary mastery, then the teacher gave some
syllabus and the example of lesson plan that the teachers usually use in learning English, last the
researcher get consultation with the teacher about the exercise based on the ratatouille movie.
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After teaching preparation, the researcher do class preparation to make sure that the material is
ready to use.
Class Preparation. The first step that the researcher do in class preparation is the teacher
gave a class to the researcher that will be used for showing the Ratatouille movie to improve
vocabulary mastery, then the researcher prepare the items use in teaching, such as paper for
exercise, projector to show the ratatouille movie in front of students, whiteboard to write the
words come from the ratatouille movie, the ratatouille movie as media in teaching, and the
researcher must check the student to make sure that they can attend the meeting by prepare
attendance of class. That is why class preparation is needed to check before starting the lesson.
Content preparation. Based on the title about learning vocabulary through Ratatouille
movie, the researcher prepared contents for teaching and researching to the students. First the
researcher prepare lesson plans based on syllabus as reference teaching activity, then the
researcher prepare the ratatouille movie as media in teaching, by dividing the ratatouille movie
into some part that will help students to improve their vocabulary mastery, the researcher divided
into five part and each part has 20 minutes with 8 eight vocabularies. So, the students will
Advantages using English movie. Nasution (2005) states that the advantages of using the
movie in teaching and learning process are: First. The movie is very good at describing a
process, if necessary by using a “slow motion”. Because you will know what is the main point of
that movie, some movie categories are divided into the main point that the student should find.
Second. Each student can learn something from the movie, from the clever one or less intelligent.
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A lot of quotes or good words are coming from the movie, it might change someone to be good
or bad it depends on what movie that he already watched. Last. Movies can take a child from one
country to another country and from one period to another period. It means that movie can open
the imagination from the people who have watched a movie. Fourth, Movie can be repeated if
Disadvantages using English movie. According to Azhar (2011), he states that the
disadvantages of using movie in teaching and learning process are: First, procumbent of English
movie generally is expensive and cost a lot of time, means that the student will lose a lot of time
when they were watching movie, then the other media in learning English. Second, when the
movie showed, the pictures will keep changing making all students are not able to follow the
information given through the movie. Because of every character has a different style in
conversation, the students need more concentration during watch and catch the word. Third,
Movies are not always appropriate with the needs and desired learning objective.
This is the reason why the researcher is interested in taking up the title of the research
because movie gives a new enjoyable atmosphere when they are learning in class. Although this
procumbent movie has disadvantages, the writer has some planning to overcome the problem by
doing strategic stopping and rewind giving the student a chance to receive the information given
from the movie and remove some appropriate scene shown in the movie so the students’
This research was supported by previous studies. Lydia (2017) conducted a research on
“Teaching Vocabulary Through Movie to Improve Vocabulary Mastery” This study was
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accomplished at students of first grade student at Bandar lampung32 students as respondent. The
result of this research showed that the implementation of movie toward student‟s English
learning especially in vocabulary mastery is effective. The scores in pre-test and post-test
Conceptual Framework.
use language if we have not learned vocabulary from the basic. Therefore, teaching vocabulary
should be conducted carefully and effectively. In teaching process, the researcher will explain of
As following the table above, the researcher began with collecting sample as an
experimental group that will have a pretest, the researcher gave an exercise in the pre-test
without showing any media, means that the students must answer the question correctly, after the
researcher give pre-test, the researcher analyze the result of pre-test to know the students skills
in learning vocabulary without media, then the researcher dosome treatment by using The
Ratatouille movie as media for teaching vocabulary, it takes more time because the researcher
wants to measure that the students interest with it. By choosing some interest vocabulary based
on the movie and also the meaning of it, the researcher give evaluate in every treatments’
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meeting. In the final section, the researcher gives post-test and compares the result between pre-
Hypothesis
To answer the question about the first objective of study statement, the researcher should
Alternative Hypothesis (Ha). There is significant difference between using ratatouille movie as
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