"THE IMPACT OF WATCHING THE MOVIE 'UP' WITH SUBTITLES

ON THE VOCABULARY ACQUISITION OF ENGLISH EDUCATION

STUDENTS: A QUANTITATIVE STUDY THROUGH
QUESTIONNAIRE"

Disusun oleh :

Nindah Nurul Fahqanuri Putri

2214050038

ENGLISH EDUCATION DEPARTEMENT

FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF NUSANTARA PGRI KEDIRI
2024
 CHAPTER I

INTRODUCTION

A. Background of Research

Movies are a powerful medium that not only entertain but also have the potential
to educate and enrich viewers' linguistic abilities. According to Hornby (2006:950) movie
means a series of moving picture recorded with sound that tells a story, shown at
cinema/movie. The 2009 animated film "Up," produced by Pixar Animation Studios, has
garnered critical acclaim and a wide audience for its engaging story and emotional depth.
While the primary purpose of movies like "Up" is entertainment, they also offer
opportunities for incidental language learning, particularly when subtitles are used. The
combination of visual and auditory stimuli in films, when coupled with written text in the
form of subtitles, provides a rich environment for vocabulary acquisition.

Subtitles in films provide a unique, multimodal context where spoken dialogue is

simultaneously presented in written form. This dual exposure can enhance vocabulary
acquisition by reinforcing the connection between spoken and written language.
Shuttleworth and Cowie (1997, p.161) define subtitling as ‘the process of providing
synchronized captions for film and television dialogue’. O’Connell (2007, p.169) defines
subtitling as ‘supplementing the original voice sound track by adding written text on the
screen’. So, the main role for subtitling is to facilitate an access for the foreign viewers
on audiovisual product in a foreign language. Subtitled viewing can be especially
beneficial for language learners, as it provides contextualized examples of vocabulary
and usage in a natural, engaging setting. Previous research has indicated that subtitled
films can support language learning by improving listening comprehension, reading
skills, and vocabulary acquisition (Vanderplank, 2016; Winke, Gass, & Sydorenko,
2010).

This study investigates the effect of watching the movie "Up" with subtitles on
viewers' vocabulary acquisition. By focusing on a sample of individuals who have
watched "Up," this research aims to determine whether exposure to subtitles in this
context can lead
to measurable improvements in vocabulary. According to Alqahtani (2015: 25)
vocabulary is the total number of words needed to communicate ideas and express the
speaker’s meaning. A person’s vocabulary is defined as the set of all words understood
by that person or all words that are likely to be used by that person to compose new
sentences. McKeown & Curtis (2014: 2) stated that vocabulary is knowledge of the
meaning of words. The study employs a quantitative research design, utilizing pre-tests
and post-tests to assess vocabulary knowledge before and after watching the film with
subtitles. This method allows for a systematic examination of vocabulary gains and
provides empirical evidence of the impact of subtitled media.

The participants in this study are English Education students who have previously
watched "Up," ensuring that the content of the film is familiar and that any vocabulary
gains can be attributed to the subtitled viewing experience. The sample will include a
diverse range of students to ensure that the findings are generalizable across different
demographics. Participants will complete a vocabulary test prior to watching the film
with subtitles, and a similar test will be administered after the viewing to measure any
changes in vocabulary knowledge.

Data collection will involve standardized vocabulary tests designed to capture a broad
range of words that may appear in the film. These tests will be carefully constructed to
reflect the language used in "Up" and will include both common and less frequent
vocabulary items. The analysis will focus on comparing pre-test and post-test scores to
determine the extent of vocabulary acquisition attributable to the subtitled viewing.

This research aims to provide insights into the educational benefits of subtitled media,
specifically in the context of vocabulary learning. By examining the impact of watching
"Up" with subtitles on the vocabulary acquisition of English Education students, the
study contributes to the growing body of evidence supporting the use of subtitled films as
a language learning tool. The findings will have practical implications for language
educators, curriculum developers, and learners themselves, highlighting the potential of
incorporating subtitled media into language learning strategies.
 The following sections will outline the methodology, data collection, and analysis
procedures used in this research. Through this investigation, we aim to contribute to the
growing body of evidence supporting the educational benefits of subtitled media and
offer practical implications for language learning strategies. The study seeks to bridge the
gap between entertainment and education, demonstrating how films like "Up" can serve
as valuable resources for enhancing vocabulary and language skills.

B. Statement of Problem and Research Limitation

1. Statement of Problem

Based on the background above, the researcher formulates the statement of the
problem as follows:

• Does watching the movie “Up” with subtitles impact the vocabulary
acquisition of English Education students?

2. Research Limitation

This study is limited to investigating the impact of watching the movie “Up”
with subtitles on the vocabulary acquisition of English Education students.

C. Objective and Significance of Research

1. Objective of Research

This study aims to determine whether watching the movie “Up” with subtitles
has an impact on the vocabulary acquisition of English Education students.

2. Significance of Research

The researcher hopes that this research can contribute to the improvement of
viewers’ vocabulary in the following ways:

a. Theoretical Significance

This research will expand the body of knowledge on the use of

watching the movie “Up” with subtitles to improve vocabulary
acquisition among English Education students.
 b. Practical Significance
1) Teachers:

In teaching English, teachers will be able to enhance

vocabulary instruction by incorporating English movies with
subtitles. This approach can make English teaching more
interactive and creative, particularly in teaching vocabulary
through engaging media.

2) Students:

Watching English movies with subtitles can improve

students’ vocabulary learning, helping them acquire new
words, grammar, idioms, and slang. This method provides a
practical and enjoyable way for students to enhance their
language skills.

3) Researchers:

The researcher will gain knowledge related to

vocabulary improvement and experience in conducting
research. This study will also broaden the researcher’s
understanding of the research process and contribute to the
field of educational research.

D. Variable of Research

A variable of research is a characteristic or attribute that can be measured,

manipulated, or controlled in a study. There are two variables used in this Research:

1. Independent variable (X) is the variable that might bring some effects on
other variables. The independent variable of this research is watching the
movie "Up" with subtitles.
 2. Dependent variable (Y) is the variable that will be possibly affected by the
independent variable. The dependent variable of this research is
vocabulary acquisition.

CHAPTER II

LITERATURE REVIEW

A. Introduction

The purpose of this chapter is to provide a comprehensive review of the relevant literature
that informs the present study on the impact of watching the movie "Up" with subtitles on the
vocabulary acquisition of English Education students. This chapter will explore the
theoretical foundations of vocabulary acquisition, the role of multimedia in language
learning, and the specific impact of subtitled movies on vocabulary development. The chapter
will also examine previous studies and research findings to establish the context and
significance of the current study.

B. Theoretical Framework

Vocabulary Acquisition

Vocabulary acquisition is a fundamental aspect of language learning and is crucial for

effective communication. According to Nation (2001), vocabulary knowledge encompasses
both the breadth (number of words known) and depth (understanding of word meanings and
uses) of a learner's lexicon. Vocabulary is essential not only for language comprehension but
also for language production. Stahl and Nagy (2006) emphasize that a rich vocabulary allows
learners to express themselves more precisely and understand others better.

Vocabulary acquisition involves both incidental and intentional learning. Incidental

learning occurs through exposure to language in context, such as through reading or listening
to spoken language, while intentional learning involves deliberate study and practice of
vocabulary items (Hulstijn, 2001). The use of multimedia, such as movies with subtitles,
provides a rich context for incidental vocabulary learning, offering learners exposure to
words in meaningful and engaging contexts.
 Multimedia and Language Learning

The use of multimedia in language learning has gained significant attention due to its
potential to enhance learning experiences. Mayer (2001) proposed the Cognitive Theory of
Multimedia Learning, which suggests that learners can better understand and retain
information when it is presented in both visual and auditory formats. This dual coding of
information supports deeper cognitive processing and facilitates better recall.

Multimedia tools, including movies, offer a combination of visual and auditory stimuli
that can aid in language learning. Paivio's Dual Coding Theory (1986) posits that the brain
processes visual and verbal information separately but simultaneously, allowing for more
effective learning when both types of information are presented together. This theory
underpins the use of subtitled movies, where spoken dialogue is complemented by written
text, providing a multisensory learning experience.

C. Subtitled Movies and Vocabulary Acquisition

Benefits of Subtitled Movies

Subtitled movies have been widely recognized for their benefits in language learning.
Vanderplank (1988) noted that subtitles can aid in comprehension by providing a written
representation of spoken language, which helps learners match sounds with words. This
process reinforces the connection between spoken and written forms of language, facilitating
vocabulary acquisition.

Research by Winke, Gass, and Sydorenko (2010) found that learners who watched subtitled
videos showed significant improvements in vocabulary recognition and recall compared to
those who watched videos without subtitles. The presence of subtitles provides learners with
immediate feedback on the meaning and pronunciation of new words, enhancing their ability
to remember and use these words in context.

Previous Studies on Subtitled Movies and Vocabulary Learning

Several studies have examined the impact of subtitled movies on vocabulary acquisition. In a
study by Zarei (2009), learners who watched movies with subtitles demonstrated better
vocabulary retention and comprehension than those who watched the same movies without
subtitles. The study concluded that subtitles act as a supportive tool that reinforces the
learning of new vocabulary.

Danan (2004) also highlighted the role of subtitled movies in language learning, suggesting
that subtitles can improve listening comprehension and promote vocabulary development. By
providing written support for spoken dialogue, subtitles help learners decode the language
and understand new vocabulary in context.

D. Conclusion

The literature reviewed in this chapter underscores the potential benefits of using
subtitled movies as a tool for vocabulary acquisition. The combination of visual and auditory
stimuli in movies, enhanced by the presence of subtitles, creates a rich learning environment
that supports incidental vocabulary learning. Previous research has consistently shown that
subtitled movies can improve vocabulary retention and comprehension, making them a
valuable resource for language learners.

The current study aims to build on this body of research by investigating the specific
impact of watching the movie "Up" with subtitles on the vocabulary acquisition of English
Education students. By focusing on this particular film and target audience, the study seeks to
provide empirical evidence of the educational benefits of subtitled media and offer practical
insights for language educators and learners.