TEACHING VOCABULARY USING VIDEOS TO THE TENTH GRADE STUDENTS AT SMAN 1 MOJO KEDIRI IN THE ACADEMIC YEAR 2024/2025

Primanda, Lea Tarissha (2025) TEACHING VOCABULARY USING VIDEOS TO THE TENTH GRADE STUDENTS AT SMAN 1 MOJO KEDIRI IN THE ACADEMIC YEAR 2024/2025. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This research aims to describe the implementation of video in teaching vocabulary to the tenth grade students at SMAN 1 Mojo Kediri in the academic year 2024/2025. Vocabulary is a fundamental aspect of language learning, serving as the foundation for communication in listening, speaking, reading, and writing. However, many students face difficulties in mastering and retaining new vocabulary due to the lack of engaging and motivating learning media, as well as the absence of sufficient opportunities or platforms to practice and apply the vocabulary they have learned. This problem which highlights the importance of social interaction and active practice in learning, where learners build knowledge through experience and direct application. Additionally, Multimedia Learning Theory supports the use of media that combine visual, auditory, and contextual elements, like videos, to improve students’ understanding and memory retention. Therefore, videos are believed to enhance students’ motivation, participation, and comprehension in vocabulary learning. This research employs a qualitative descriptive method because it aims to provide a detailed description of how video is implemented in vocabulary teaching, focusing on the processes, interactions, and experiences in the classroom rather than quantifying results. This approach allows the researcher to capture the richness of the teaching and learning activities, including students' responses and teacher strategies, in their natural setting. The subjects were tenth grade students of SMAN 1 Mojo Kediri, chosen purposively because they are the learners directly involved in the vocabulary learning using video. The selection was based on their active participation in the class and their relevance to the research focus. Data were collected through field notes and documentation. The findings show that the use of video media in vocabulary teaching creates a more interactive and enjoyable learning environment. Teachers select relevant videos, guide students to focus on new vocabulary, and integrate activities such as pronunciation practice, discussions, and quizzes. Students respond positively, showing increased enthusiasm, confidence, and better retention of new words. In conclusion, video is effective in vocabulary learning. It is recommended that teachers utilize videos more creatively and integrate interactive activities to maximize learning outcomes.

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