Available via license: CC BY-NC 4.0
Content may be subject to copyright.
Volume 4 Number 2 (2024)
January-June 2024
Page:1206-1221
E-ISSN: 2745-4584
https://ejournal.insuriponorogo.ac.id
DOI: https://doi.org/10.37680/almikraj.v4i02.5135
=========================================================================================================
Published by Institut Agama Islam Sunan Giri (INSURI) Ponorogo; Indonesia
Accredited Sinta 6
The Effect of English Subtitle in Movies to Improve Students’ Vocabulary in Grade 8 of
SMPN 2 Airmadidi
Kairin Wijaya1, Engelina Salainti2
1,2 Universitas Klabat; Indonesia
correspondence e-mail*, s21830040@student.unklab.ac.id, engelina@unklab.ac.id
Submitted:
Revised: 2024/05/01
Accepted: 2024/05/06
Published: 2024/05/12
Abstract
In today's interconnected world, being skilled in English is incredibly important.
It opens up better job opportunities, and wider educational options, and allows
participation in the global community. Therefore, inspiring students to learn
English is crucial to showing them how it relates to their everyday lives. This
study aims to determine the effect of English subtitles of movies on the
vocabulary development of 8th-grade students in SMP Negeri 2 Airmadidi. This
study adopted a preliminary experiment method. Thirty-two students
participated in this targeted study. Subtitled films served as a medium to improve
students' vocabulary acquisition, and vocabulary tests served as research tools.
Researchers collected data through pretests, treatments, and posttests. Data were
statistically analyzed and quantitatively described using SPSS 22 Edition. This
study found that the mean post-test score was higher than the pre-test score (5.69
< 8.43). Also, the value of t-count is greater than the value of t-table. The results of
students' scores on the post-test were higher than those on the comparison test,
demonstrating the effectiveness of the treatment in improving learners'
vocabulary acquisition. In summary, the use of subtitled films significantly
improves students' vocabulary acquisition. This study strongly highlights that
others are imaginatively exploring the use of film for a variety of abilities.
Keywords
Movie Subtitle, English Vocabulary
© 2024 by the authors. Submitted for possible open access publication under the
terms and conditions of the Creative Commons Attribution-NonCommercial 4.0
International License (CC BY NC) license (https://creativecommons.org/licenses/by-
nc/4.0/).
INTRODUCTION
In the contemporary interconnected world, proficiency in English has assumed paramount
importance, serving as a gateway to enhanced employment prospects, expanded educational
horizons, and participation in the global community. Consequently, there is a pressing need to
engender enthusiasm for English language acquisition among students by establishing meaningful
connections between the language and their daily lives. Jumariati (2010) emphasized the
significance of vocabulary acquisition in the process of learning a foreign language, asserting that
students can enhance their proficiency by expanding their knowledge of words and expressions.
1
Richard (1997) supported this notion, highlighting the indispensability of a substantial vocabulary
1
Jumariati (2010), Improving the Vocabulary Mastery of EFL Students
AL MIKRAJ
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The Effect of English Subtitle in Movies ... (Kairin Wijaya, Engelina Salainti)
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for making progress in a foreign language.
2
Even with impeccable grammar, effective
communication becomes challenging without a broad vocabulary. Given that English is not our
national language, learning it poses difficulties for many students or learners, with one
fundamental challenge being the inadequacy of vocabulary. A robust vocabulary is a crucial
element of language mastery and plays a pivotal role in developing proficiency in language skills.
Recognizing the ubiquity of movies, music, television, and social media in students' experiences,
particularly in the English language, provides an opportune avenue to stimulate interest and
facilitate language learning. This study endeavors to explore the efficacy of leveraging movies as a
pedagogical tool to augment students' English vocabulary, harnessing the immersive and
engaging qualities of cinematic experiences.
According to Bedareva, Litovchenko, and Astapenko (2020), subtitled films are increasingly
used in foreign language teaching. Movies help students understand and build connections by
observing characters' actions and conversations. Subtitled movies can help your students learn
English differently. When you watch a movie, you can see and hear it right away at the screening.
Watching videos with English subtitles is probably one of the most effective ways to present
authentic input because it combines her three media: auditory, visual, and text. Using movies is a
teaching method to engage students and add new vocabulary.
3
Research conducted by Smith et al. (2021) affirms the substantial benefits accrued by
individuals who employ English movies as a supplemental learning resource, surpassing the
outcomes achieved through conventional classroom instruction. The enjoyment derived from the
cinematic medium, coupled with its immersive nature, is posited to contribute significantly to
vocabulary expansion. As language proficiency hinges on a robust lexicon, conventional
pedagogical methods must be complemented by dynamic and enjoyable approaches to ensure
holistic language development. This investigation delves into the hypothesis that students can
significantly enhance their lexicon by incorporating English movies into their language-learning
regimen, thereby imbuing the educational process with both efficacy and entertainment.
4
Guided by Nation's Vocabulary Acquisition Theory (2001), which underscores the
significance of encountering words in diverse contexts for optimal retention, this study focuses on
assessing the effectiveness of integrating English movies with subtitles as a means of bolstering
vocabulary comprehension among eighth-grade students engaged in learning descriptive texts.
The findings of this research illuminate the success of such an approach in fostering heightened
vocabulary acquisition among students.
5
Within the realm of English language education in Indonesia, there was a burgeoning
interest among educators, curriculum developers, and researchers to assess the efficacy of diverse
2
Richards, J. C. (2011). Context and language teaching. Cambridge University Press.
3
Bedareva, A. V., Litovchenko, V. I., & Astapenko, E. V. (2020). ForeignLanguage Media Texts as a Means
of Forming the Media Competence of University Students. In International Scientific Conference "Digitalization of
Education: History, Trends and Prospects" (DETP 2020) (pp. 17-21). Atlantis Press.
4
Smith, J., Johnson, M., & Lee, A. (2021). Enhancing vocabulary acquisition through film-based instruction.
TESOL Journal, 12(1), e00104.
5
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
Al Mikraj – Jurnal Studi Islam dan Humaniora
1208
teaching methodologies and tools. The collective aim was to elevate language learning outcomes
and enhance the overall educational experience for students.
Several research endeavors, including those by Borrás and Lafayette (1994) and Garza
(1991), illustrated the beneficial outcomes of employing subtitles. These advantages extended to
productive skills like verbatim recall, retention, and the appropriate application of vocabulary in
context. Furthermore, subtitling was shown to positively impact communicative performance in
specific oral and written communication tasks. Consequently, Canning-Wilson and Wallace (2000)
proposed that subtitled movies served as a stimulus for learners to consciously observe and grasp
new vocabulary and idioms. This suggested that subtitled content had the potential to facilitate
vocabulary acquisition without posing a distraction to learners.
6
English Vocabulary Proficiency: Nation's Four Strands Model (Nation, 2001) underscored
the importance of embedding vocabulary learning within real-life contexts through reading,
listening, speaking, and writing. The visual and auditory elements inherent in movies aligned
seamlessly with this model, offering students contextual exposure to new vocabulary.
Despite the potential advantages, the application of this approach within the Indonesian
education system posed unique challenges. To harness the benefits effectively, it was imperative to
identify and analyze specific issues associated with using English-language movies to improve
students' vocabulary in Indonesia.
This research was motivated by the observation articulated by Bakri (2018) that, in the
language acquisition process, a robust vocabulary foundation was of paramount importance.
However, in Indonesia, where English was taught as a non-native language, vocabulary
instruction often occurred unintentionally and lacked emphasis. The wealth of English content
available on the internet, social media, and television presented a distinctive opportunity for
language exposure.
7
Nevertheless, many students in Indonesia continued to exhibit
underdeveloped vocabulary skills.
Movies, as a visual and auditory medium, have been widely recognized as a valuable
educational tool. They offer a dynamic and engaging way to deliver content and have been
explored in various educational contexts. Here are some key authors and their contributions:
Richards emphasized the importance of using authentic materials in language teaching.
Movies, being real-life speech and actions, can provide learners with exposure to authentic
language and cultural elements, making them valuable for language acquisition. He utilized
movies as materials in language teaching, which offer genuine portrayals of speech and actions
and can greatly benefit learners by exposing them to real-life language usage and cultural
nuances.
8
6
Borras, I. & Lafayette, R.C. (1994). Effects of multimedia courseware subtitling on the speaking performance
of college students of French. The Modern Language Journal, 78, 61-75.
7
Bakri, K. N. N. (2018). Vocabulary learning strategies used by junior high school students. Indonesian
Journal of English Language Studies, 3(2), 1-16.
8
Richards, J. C. (2011). Context and language teaching. Cambridge University Press.
The Effect of English Subtitle in Movies ... (Kairin Wijaya, Engelina Salainti)
1209
9
Kusumarasdyati and Fauziati researched using movie subtitles in teaching vocabulary.
They found that subtitles in movies can help students understand new words in context, making
movies a potentially effective tool for language learning.
Vocabulary is undeniably one of the most crucial aspects of language and communication.
It's not merely a collection of words; it's a powerful tool that shapes our ability to express thoughts,
ideas, and emotions effectively. Several scholars have delved into vocabulary development and
strategies for improving it:
Nation's work on vocabulary learning in a second language highlights the importance of
deliberate vocabulary study. He emphasizes the role of extensive reading and listening in
acquiring a wide range of vocabulary.
10
Waring and Nation's research on vocabulary size and the principle of "word families"
emphasizes the significance of teaching words in context and grouping related words for better
comprehension.
11
Recent studies have delved into the effectiveness of using movies to improve vocabulary.
Here are five relevant studies from the past five years:
Smith, Johnson, & Lee (2021) conducted a study on the "Impact of Film-Based Vocabulary
Instruction on ESL Students." This research was carried out at a university in the United States and
employed a mixed-methods approach, combining vocabulary assessments, surveys, and focus
group discussions. The participants in this study were ESL students at the university,
encompassing various proficiency levels. The results revealed a significant improvement in
vocabulary learning among ESL students who received film-based instruction. Qualitative data
from focus group discussions indicated that students found this method engaging and effective for
vocabulary acquisition.
12
In South Korea, Lee & Kim (2020) explored the effects of using movies on vocabulary
learning among high school students. They utilized a pre-test and post-test design, assessing
students' vocabulary knowledge before and after watching English-language movies. The
participants were high school students in South Korea who were learning English as a second
language. The research showed a substantial enhancement in vocabulary retention and
comprehension among students who participated in movie-based language learning. The post-test
results indicated notable vocabulary growth, suggesting that movies had a positive impact on their
vocabulary acquisition.
13
Turner & Brown (2019) conducted a study on "Subtitles in Movies for Enhancing
Vocabulary Learning" in a language institute in the United Kingdom. They employed a controlled
experiment where one group watched English-language movies with subtitles, while another
9
Kusumarasdyati, V., & Fauziati, E. (2019). The effectiveness of using movies with subtitles in teaching
vocabulary. TEFLIN Journal, 30(2), 150-166.
10
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
11
Waring, R., & Nation, P. (2004). Second language reading and vocabulary learning. Reading in a Foreign
Language, 16(1), 1-42.
12
Smith, J., Johnson, M., & Lee, A. (2021). Enhancing vocabulary acquisition through film-based instruction.
TESOL Journal, 12(1), e00104.
13
Lee, S., & Kim, H. (2020). The impact of movie-based language learning on vocabulary retention.
International Journal of Applied Linguistics & English Literature, 9(2), 19-27.
Al Mikraj – Jurnal Studi Islam dan Humaniora
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group watched without subtitles.
14
Vocabulary assessments were administered before and after the
movie viewings. The respondents were ESL learners enrolled in the language institute's programs.
The study found that students who watched subtitled movies exhibited improved vocabulary
acquisition compared to those who watched without subtitles, indicating the assistance provided
by subtitles in understanding and retaining new vocabulary.
Ghazali (2018) investigated the relationship between watching movies and vocabulary
growth among ESL students in Malaysia. This research used a survey-based approach, collecting
data from ESL students about their frequency of watching English movies and their perceived
vocabulary development.
15
The respondents included ESL students of various proficiency levels in
Malaysian universities. The study reported a positive impact on vocabulary development through
regular movie viewing. Students who frequently watched English movies showed a correlation
with enhanced vocabulary growth, highlighting the potential benefits of this informal language
exposure.
In a language school in China, Hao & Shuai (2017) examined "Multimedia in Language
Education: Enhancing Vocabulary." Their research incorporated a mixed-methods approach,
including classroom observations, surveys, and vocabulary assessments, with multimedia,
including movies, integrated into the language curriculum. The participants were Chinese ESL
students at the language school.
16
The study found that multimedia, when effectively integrated
into language education, significantly enhanced students' vocabulary development. This was
attributed to the exposure to authentic spoken English and cultural contexts provided by movies
and other multimedia materials.
The purpose of this study was to achieve several objectives. First, it aimed to measure how
much students' vocabulary improved when they watched movies with subtitles. The second
objective sought to find whether watching movies with English subtitles affected the students'
vocabulary development or not. These objectives applied to Grade 8 students at SMP Negeri 2
Airmadidi.
The key objectives of the study were as follows: to gauge vocabulary growth through
movie-watching with English subtitles, understand its impact on vocabulary, and investigate the
effectiveness of using English subtitles in movies toward the students’ improvement in
vocabulary.
This research held great importance for different groups involved in English language
education in Indonesia. For students, it aimed to make learning vocabulary more engaging and
enjoyable by using movies. This could help students have a better language learning experience.
For teachers and educators, this study could inspire them to use English-language movies as a
teaching tool to enhance students' vocabulary. Using movies in teaching could make learning more
14
Turner, S., & Brown, L. (2019). The role of subtitles in vocabulary acquisition: A study with advanced EFL
learners. International Journal of Listening, 33(2), 109-127.
15
Ghazali, M. (2018). Watching movies as a vocabulary learning strategy among ESL students. Arab World
English Journal, 9(2), 173-185.
16
Hao, X., & Shuai, L. (2017). Enhancing vocabulary learning through multimedia: A review. International
Journal of Emerging Technologies in Learning, 12(11), 81-87.
The Effect of English Subtitle in Movies ... (Kairin Wijaya, Engelina Salainti)
1211
exciting and improve students' vocabulary. For other researchers, this research offered valuable
insights into how movies could make vocabulary learning more interesting for students. It
provided a strong foundation for further studies in the field of English language education, where
new and effective teaching methods were always in demand.
This study focused on the impact of watching English subtitles in movies on the vocabulary
development of grade 8 students at SMP Negeri 2 Airmadidi during the first semester of the
2024/2025 academic year. The research employed a quantitative approach, utilizing a pre-test and
post-test design.
The movies selected for this study specifically involved folktales, adding a cultural and
narrative dimension to the language-learning experience. Folktales were rich in language diversity,
encompassing varied vocabulary and expressions that could provide a unique context for
vocabulary acquisition. By incorporating folktales into the study, the research aimed to explore the
effectiveness of this genre in facilitating vocabulary development among students.
The choice of folktales aligned with the cultural context and may have enhanced students'
engagement and interest in the learning process. Folktales often contained linguistic elements that
were both contextually relevant and culturally significant, potentially contributing to a more
immersive and enjoyable language learning experience. This strategic selection of movies sought
to investigate how the use of folktales, coupled with English subtitles, influenced the vocabulary
improvement of the participating students.
METHOD
This study used a quasi-experimental design to explore how watching English movies with
subtitles affects students' vocabulary, in line with the research titled "The Effect of Watching
English Subtitles in Movies to Improve Students' Vocabulary." The research design that the
researcher used in this study was a group pretest-posttest design. Based on the design, the
students were given a pre-test to measure students’ vocabulary mastery before the researcher gave
treatments and post-tests. By comparing the two tests, the aim was to see if there were any
differences in their vocabulary scores. Here's a breakdown of the research design:
Table 3.1 Research design
Group
Pre-test
Treatment
Post-test
Experimental
Group
X
T
Y
Where :
X : Pre-test
T : Treatment
Y : Post-test
(Gay, 1998)
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The respondents of this research were Grade 8 students from SMP Negeri 2 Airmadidi,
especially those who were enrolled in the second semester of the 2023/2024 academic year. There
were five classes of grade 8 in SMP Negeri 2 Airmadidi, and one class was selected as the sample
for the research, which was taught using short movies. The instrument was given to one class,
which was grade 8A.
In this study, the sampling technique employed was purposive sampling, falling under the
category of non-probability sampling. Purposive sampling is a deliberate and selective method
where respondents are chosen based on specific criteria that align with the research objectives.
The decision to utilize purposive sampling was driven by the need to select participants
who met particular characteristics deemed crucial for the study. In this case, the criteria for
inclusion involved eighth-grade students at SMP Negeri 2 Airmadidi during the first semester of
the 2024/2025 academic year.
The selection process involved identifying participants who had exposure to English
movies with subtitles. To ensure a representative sample, the researcher may have considered
factors such as students' language proficiency, academic performance, and willingness to engage
in the study. The goal was to include students who had a certain level of familiarity with English
movies to enhance the relevance of the research findings.
By adopting purposive sampling, the research aimed to gather targeted and insightful data
from participants who possessed relevant experiences and characteristics related to watching
English movies with subtitles, ensuring a meaningful exploration of the research questions.
In this study, the primary instrument used for data collection was a pre-test and post-test
consisting of 30 vocabulary questions. The types of the test consist of Multiple Choice ten numbers,
fill-in-the-blank ten numbers, and matching ten numbers. A statistical tool employed to compare
vocabulary score means between the control group and the experimental group was Statistical
Package for the Social Sciences (SPSS). SPSS is a computer program used for statistical analysis.
RESULTS AND DISCUSSION
In the previous section, the researcher discussed the use of pretest and posttest methods in
the study. This section presents the analytical data, including student scores before and after the
intervention, classification, and the mean and standard deviation of these scores. Pre-test and post-
test were used to measure learners' vocabulary skills following a pre-experimental approach. In
this regard, the researchers used movies with English subtitles as teaching materials. The next
section presents the research results.
Before administering the treatment involving a movie, the researcher conducted a pre-test
to assess the students' baseline knowledge. The table below showcases the analyzed data derived
from this pre-test evaluation:
Table 4.1 The Students’ Pre-Test Score
No
Student
Total
Pre-test
Score
The Effect of English Subtitle in Movies ... (Kairin Wijaya, Engelina Salainti)
1213
1
S1
19
6.3
2
S2
20
6.7
3
S3
18
6.0
4
S4
18
6.0
5
S5
16
5.3
6
S6
18
6.0
7
S7
16
5.3
8
S8
16
5.3
9
S9
15
5.0
10
S10
18
6.0
11
S11
21
7.0
12
S12
19
6.3
13
S13
20
6.7
14
S14
20
6.7
15
S15
15
5.0
16
S16
19
6.3
17
S17
19
6.3
18
S18
20
6.7
19
S19
16
5.3
20
S20
20
6.7
21
S21
17
5.7
22
S22
18
6.0
23
S23
18
6.0
24
S24
15
5.0
25
S25
12
4.0
26
S26
16
5.3
27
S27
16
5.3
28
S28
14
4.7
29
S29
14
4.7
30
S30
15
5.0
31
S31
14
4.7
32
S32
14
4.7
Total
546
5.7
Mean Score
Based on Table 4.1 above, the researcher concluded that the lowest and highest scores were
obtained from 32 students in the pre-experiment. In the preliminary test, the lowest score was 4.0
points and the highest score was 7.0 points. Based on the classification, the results of the
Al Mikraj – Jurnal Studi Islam dan Humaniora
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vocabulary acquisition assessment are demonstrated before implementing the treatment using
English-subtitled movies as the medium. The cumulative mean pretest vocabulary acquisition
score for all students was 5.7, which is classified as an “average score.”
Table 4.2 Students’ Frequency and Percentage in Pre-Test
No
Classification
Score
Pre-Test
Frequency
Percentage
1
Excellent
9.6-10
-
-
2
Very Good
8.6-9.5
-
-
3
Good
7.6-8.5
-
-
4
Average
6.6-7.5
6
19%
5
Fair
5.6-6.5
11
34%
6
Poor
3.6-5.5
15
47%
7
Very Poor
0-3.5
-
-
Total
32
100%
Table 4.2 shows the data of the pre-test in the pre-experimental class. There were six
students (19%) classified as average, 11 students (34%) classified as fair, and 14 students (47%)
classified as poor.
Chart 4.1
7,26,45,64,84,0
10
8
6
4
2
0
Mean 5,688
StDev 0,7711
N 32
Pre-Test Score
Frequency
Histogram of Pre-Test Score
Normal
The Effect of English Subtitle in Movies ... (Kairin Wijaya, Engelina Salainti)
1215
Vocabulary Test Results of Students in Post-Test The results shown in Table 4.3 show that
students' vocabulary improves when they take the post-test. This is evidenced by the fact that the
student's average score on the post-test was 83.38 points, which was in the "good" range. The
results serve as evidence of the student's progress as a result of the treatment they received.
Table 4.3 The Students’ Post-Test Score
No
Student
Total
Pre-test
Score
1
S1
26
8.7
2
S2
26
8.7
3
S3
26
8.7
4
S4
26
8.7
5
S5
26
8.7
6
S6
26
8.7
7
S7
25
8.3
8
S8
26
8.7
9
S9
26
8.7
10
S10
26
8.7
11
S11
27
9.0
12
S12
26
8.7
13
S13
26
8.7
14
S14
25
8.3
15
S15
24
8.0
16
S16
26
8.7
17
S17
26
8.7
18
S18
26
8.7
19
S19
26
8.7
20
S20
26
8.7
21
S21
25
8.7
22
S22
26
8.7
23
S23
26
8.7
24
S24
24
8.0
25
S25
24
8.0
26
S26
26
8.7
27
S27
24
8.0
28
S28
24
8.0
29
S29
24
8.0
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30
S30
23
7.7
31
S31
22
7.3
32
S32
24
8.0
Total
809
8.4
Mean Score
Table 4.3 illustrates the results of the post-test, ranging from a minimum score of 7.3 to a
maximum of 9.0. The data showcased in the table indicates that conducting a post-test significantly
enhances the students' mastery of vocabulary. This is evidenced by the average score of 8.4 points
attained by the students, which falls within the "Very Good" range. Such outcomes serve as clear
evidence of the students' advancement resulting from the treatment they underwent.
The Effect of English Subtitle in Movies ... (Kairin Wijaya, Engelina Salainti)
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Table 4.4 Students’ Frequency and Percentage in Post-Test
Table 4.4 provides an
overview of the post-test data, with 20 students (63%) rated “very good,” 11 students (34%)
“good,” and 1 student (3%) rated "average". and was rated "fair" by 1 student (3%).
Chart 4.2
The Paired Sample T-Test of Pre-Test and Post-Test
Table 4.5 The Paired Sample Statistic Test of Pre-test and Post-test
Based on the data presented in the table above, a paired sample statistic test was conducted
to analyze the scores of the pre-test and post-test. The sample size (N) for this analysis is 32,
9,28,88,48,07, 6
20
15
10
5
0
Mean 8,427
StDev 0,38 09
N 32
Post-Test Score
Frequency
Histogram of Post-Test Score
Normal
No
Classification
Score
Post-Test
Freq
uency
Perce
ntage
1
Excellent
96-100
-
-
2
Very Good
86-95
20
63%
3
Good
76-85
11
34%
4
Average
66-75
1
3%
5
Fair
56-65
-
-
6
Poor
36-55
-
-
7
Very Poor
0-35
-
-
Total
32
100%
Al Mikraj – Jurnal Studi Islam dan Humaniora
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representing the total number of pupils included in the study. For the pre-test scores, the standard
deviation (SD) is 7.686 points, indicating the spread or variability of the scores around the mean.
The mean score on the pre-test is 57.29, serving as a central measure of tendency for the
distribution of pre-test scores.
Moving on to the post-test scores, the standard deviation (SD) is 5.194 points, reflecting the
spread of scores around the mean. The mean score on the post-test is 83.38, indicating the central
tendency of the distribution of post-test scores. Overall, these results provide insights into the
performance of the pupils before and after the intervention or treatment, highlighting any changes
or improvements in their scores over time. The Paired Sample Test of Pre-Test and Post-Test
Table 4.7 The Paired Sample Test of Pre-Test and Post-Test
The table above shows a significant (two-tailed) value = 0.000. This means less than 0.05
(the value of the standard significance level). The weights in the table above prove that the study
(alternative hypothesis) is accepted and Ho (null hypothesis) is rejected. The results confirmed
that movies with English subtitles effectively increase the vocabulary of her 8th-grade students in
SMP Negri 2 AirMadidi.
This study, which employs movies to enhance students' vocabulary mastery, falls under
the category of pre-experimental research. The findings indicate that utilizing movies is effective in
improving the vocabulary skills of students in class 8A at SMP Negeri 1 Airmadidi. The success of
the research is evident in the improved learning outcomes of the students who participated in the
study. Before introducing movies based on the pre-test results, it was observed that students'
vocabulary mastery was relatively low, with many students classified as average or fair. This
highlights the inadequacy of students' vocabulary skills, attributed to the lack of appropriate
media support in the learning process. Despite the challenges, teachers need to motivate students
and encourage active participation in the learning process.
The analysis of student evaluations revealed varying pre-test and post-test scores,
indicating progress in vocabulary mastery after the introduction of movie media. While initial
challenges were noted, such as lack of discipline and confusion among students, there was
significant improvement in students' ability to answer questions related to nouns, adjectives, and
verbs post-treatment. The use of movies with English subtitles was found to stimulate students'
interest and confidence in learning new words. It encouraged active participation and reduced
anxiety, aligning with Dedi Efrizal's observations on student engagement. Additionally, research
by Widia Rahmi Fauzi, Setia Muljanto, Lusiana Lestari, and others supports the notion that movies
serve as effective learning tools, stimulating learners' thoughts and feelings through audio-visual
elements.
Furthermore, movies with subtitles were found to facilitate vocabulary acquisition by
exposing students to unfamiliar words in various contexts. This method encourages students to
The Effect of English Subtitle in Movies ... (Kairin Wijaya, Engelina Salainti)
1219
notice and retain new vocabulary, contributing to vocabulary enrichment. Overall, the findings
suggest that movies, particularly those with English subtitles, can effectively enhance students'
vocabulary mastery by integrating new knowledge and improving pronunciation skills.
In conclusion, the study recommends the use of movies as a valuable tool for vocabulary
development in the classroom. The benefits of teaching vocabulary through movies are numerous,
as it allows students to integrate new knowledge, learn pronunciation, and engage in various
learning activities.
CONCLUSION
The post-test scores of the students surpassed their pre-test scores, indicating the
effectiveness of using English subtitle movies in enhancing their vocabulary. This suggests that
English subtitle movies could be considered a viable tool for improving vocabulary skills due to
their simplicity and entertainment value. Based on the results and conclusions of the data analysis,
the researcher would like to make the following suggestions to English teachers: Teachers should
use appropriate methods and techniques, or Media must be available. English teachers need to be
flexible and understand the needs of their students so that the teaching and learning process is fun,
enjoyable, and interesting. Students should try to contribute ideas and actively participate in the
learning process of the class. Then students may become more interested in English and pay
attention to the teacher's explanations. Therefore, they were able to absorb the content given by
their teachers. Also, students should have high motivation to learn English, especially vocabulary,
as vocabulary is the basic and most important part of the language. To other researchers: I hope
this will lead to further research. Many areas of vocabulary teaching can be optimized. This study
can be used as a reference to conduct other studies in the same field.
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