Nurul Lailatul Khusniyah, Lukman Hakim


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


English Learning, Vocabulary, Movie, Script

Full Text:



Brown, S. K. (2010). Popular films in the EFL classroom: Study of methodology. Procedia - Social and Behavioral Sciences, 3, 45–54. https://doi.org/10.1016/J.SBSPRO.2010.07.011

Frumuselu, A. D., De Maeyer, S., Donche, V., & Colon Plana, M. del M. G. (2015). Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles. Linguistics and Education, 32, 107–117. https://doi.org/10.1016/J.LINGED.2015.10.001

Kacetl, J., & Frydrychova-Klimova, B. (2015). English Vocabulary in Video Clips on Travel and Tourism. Procedia - Social and Behavioral Sciences, 182, 364–368. https://doi.org/10.1016/J.SBSPRO.2015.04.788

Khabiri, M., & Pakzad, M. (2012). The Effect of Teaching Critical Reading Strategies on EFL Learners’ Vocabulary Retention. Shiraz University, 31(1), 73–106. https://doi.org/10.22099/JTLS.2012.325

Meinawati, euis. (n.d.). Improving Students’ Academic Paragraph Writing Through Film and Streaming Media. Retrieved from https://www.academia.edu/16529985/Improving_Students_Academic_Paragraph_Writing_Through_Film_and_Streaming_Media

Mousavi, F., & Gholami, J. (2014). Effects of Watching Flash Stories with or without Subtitle and Reading Subtitles on Incidental Vocabulary Acquisition. Procedia - Social and Behavioral Sciences, 98, 1273–1281. https://doi.org/10.1016/J.SBSPRO.2014.03.543

Nemati, A. (2010). Enhancing Long-term Retention by Memory Vocabulary Learning Strategies, 7(1), 171–195.

Peters, E., Heynen, E., & Puimège, E. (2016). Learning vocabulary through audiovisual input: The differential effect of L1 subtitles and captions. System, 63, 134–148. https://doi.org/10.1016/J.SYSTEM.2016.10.002

Wu, Q. (2014). Learning ESL Vocabulary with Smartphones. Procedia - Social and Behavioral Sciences, 143, 302–307. https://doi.org/10.1016/J.SBSPRO.2014.07.409

Willis, Judy MD. 2008. Teaching the Brain to Read. Alexandria: Association for Supervision and Curriculum Development

DOI: http://dx.doi.org/10.33603/rill.v2i3.2108


  • There are currently no refbacks.

Copyright (c) 2019 Nurul Lailatul Khusniyah, Lukman Hakim

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

RILL is a journal of first and second (foreign) language learning and teaching such as Javanese, Sundanese, Bahasa Indonesia, English, Arabic, Malay, etc. with p-ISSN 2614-5960 and e-ISSN 2615-4137

execute(); ?>