ACADEMIC WRITING FINAL TEST

Muhammad Ellegan Mustaqaf

1212040104 / 4C

ENGLISH EDUCATION STUDY PROGRAM

TARBIYAH AND TEACHER TRAINING FACULTIES OF THE STATE

ISLAMIC UNIVERSITY SUNAN GUNUNG DJATI BANDUNG

2023
 Table of Contents

Chapter 1: Introduction ...........................................3

1.1. Background …..................................................3

1.2. Research Questions ..........................................3

1.3. Research Purposes ............................................3

1.4. Previous Study ..................................................4

1.5. Contributions ....................................................5

Chapter 2: Literature Review ..................................6

2.1. Theoretical Studies ...........................................6

2.2. Development of Hypothesis ……….................7

Chapter 3: Methods ….............................................8

3.1. Methods and Procedure ....................................8

3.1.1. Population And Sample .................................8

3.1.2. The Research Procedure ...............................10

3.2 Research Framework and Timeline ..................12

3.2.1. Research Framework.............................................................................12

3.2.2. Timeline.................................................................................................13

3.3. Data Analysis Method……………………………………………….…..13

3.3.1. Linear Regression………………………………………………………13

3.3.2. Hypothesis Testing………………………………………………………14

Bibliography...........................................................................................................15
 THE EFFECT OF HABIT WATCHING MOVIES WITH ENGLISH SUBTITLE ON
VOCABULARY INSIGHT OF STUDENTS IN ISLAMIC STATE UNIVERSITY SUNAN
GUNUNG DJATI BANDUNG'S ENGLISH EDUCATION PROGRAM

Chapter 1

INTRODUCTION

1.1. Background
It is required of students learning EFL (English as Foreign Language) to have a
thorough understanding of the vocabulary in the target language, as the method for doing so
should be adaptable and readily available at all times. This is because vocabulary is the
foundation of knowledge for learning English as a foreign language.
Annisa Nur Islamia and Rosmadiar (2020:2) claim they (students) can be better
reading, writing, thinking, and speaking learners with solid vocabulary knowledge. And one
method for improving students' vocabulary knowledge is to practice watching English-
subtitled movies.
Students are able to improve their language skills by watching English-subtitled
movies because it can help them acquire new words and expand their vocabulary insight.
According to Baltova (1994:508), the visual signals and context in audiovisual media make
the content more understandable to viewers, making them more like real life.
In addition, because most students watch English-subtitled movies outside of the
classroom regularly, they will be able to adapt to the learning process more quickly, and you
can anticipate that they will establish more constant habits.

1.2. Research questions

Is there a correlation between the habit of students in the English education program
at Islamic State University Sunan Gunung Djati Bandung watching English-subtitled movies
with and their vocabulary insight?

1.3. Research Purposes

This research’s objective was to assess the substantial influence of English-subtitled
movie with vocabulary comprehension.
1.4. Previous study
The author discovered a number of prior research published in scholarly journals that
had also investigated related themes. This lends validity to the concept that earlier research
has been conducted on the topic.
The first journal is by Annisa Nur Islamia and Romaidah (2020). This research was
conducted in 2020 at Bina Darma University using quantitative methods. The research
population was the second and fourth-semester students of the Information System Study
Program, and the sample was 60 students. And this research concludes that the majority of
students believe that watching movies with subtitles helps them learn new words and
enhances their vocabulary skills.
The second journal author found is by Eny Kusumawati (2018). This research was
conducted in 2018 in the Electronic States Polytechnic Surabaya, with the research’s are
fourth-semester students of the Mechatronics department, with the samples are 56 students
and conclude that due to the fact that the students only saw this movie once, the subtitle did
not have any effect on their vocabulary. It is possible that practicing their second language
more frequently will help them expand their vocabulary.
The study, conducted by Eny Kusumawati (2018), with a similar theme that focused
on the effectiveness of using Subtitle for Vocabulary insight, but the characteristic of
respondents were only random students from Electronic State Polytechnic Surabaya.
Meanwhile, the study conducted by Annisa Nur Islamia and Romaidah (2020) with the
characteristic of respondents is from second and fourth-semester students of the Information
System Study Program. As a result of these factors, there is a pressing requirement for
additional evidence indicating that the English Education Study Programment should be the
primary focus of attention. In the meantime, the respondents of this study will be centred in
the English Education Study Programment as the students, and it would be more relevant to
be put into practice if it were to be done thus.
1.5. Contributions
Due to the fact that the majority of students watch shows with English subtitles outside of the
classroom, they are familiar with them and can improve their English comprehension and
learning outcomes by bridging the gap between entertainment and education. As watching
films with English subtitles can increase classroom learning activities, it is more
advantageous to do so.
 Chapter 2
LITERATURE REVIEW

2.1. Theoretical Studies

According to Oladunjoye (2017), film can be a supplement to help students improve
their English learning. A movie, as defined by Hornby (2006:950), is a collection of moving
images that are sound-recorded and shown in a theatre. As a media resource for language
learning, the movie has an essential and crucial role along with the subtitle that provides the
translation displayed on the screen. According to Diana Thomas (1995), there are two ways
to learn vocabulary: conventional and visual. Paul and David (1999) also state that
incorporating instructional media into learning activities can aid learning since it encourages
students to engage in their studies. In addition, Cakir (2006) asserts that exposure to audio-
visual material might facilitate and invigorate the language acquisition process.
According to Gabe and Stroller (2002), reading is an activity that helps students get
new insight and knowledge by digesting what they read; this particular issue is to
comprehend the linguistic insight gained from reading the English subtitle in the movie.
With subtitle as a bridge between spoken and written language, vocabulary insights can be
improved. Sadiku (2018) found that, with the help of teachers, watching subtitled movies in
multiple languages can enhance vocabulary learning for short and long terms.
As well as the the definition of subtitling, according to Shuttleworth and Cowie's
Dictionary of Translation Studies (1997:161), is the process of synchronising conversation
captions in movie and television programs. According to Barnon (2010, p. 147), subtitles
appear alongside audio and video. Grignor, Lavaur, and Blanc (2016) stated that the dubbed
and subtitled version of a movie sequence performs better than the original version
compared to the other two versions.
According to Krashen and Terrel (1985), vocabulary is necessary for effective
communication. Due to the fact that the communication process can only function
successfully with a firm grasp of language, vocabulary knowledge has a substantial effect on
students' performance. This is especially true when learning is reinforced by movies with
subtitles shown to students, because the words of the subtitles are encoded into the movie, it
will be much easier for them to comprehend. As a result, they can increase the depth and
breadth of their vocabulary. There are various statements about the definition of vocabulary
 knowledge by experts, as Nation (2001) defines vocabulary knowledge as "understanding
the context of words in both spoken and written."
Horst (2019) further noted that vocabulary knowledge is typically defined as
accurately recognizing and translating words and phrases into the learner's native language.
This is moving in the same direction as the subtitle feature, which, according to Ayand and
Shafiee (2016), is positioned at the bottom of the screen and provides a conversational
transcript for shows such as movies, television programs, and video games.

2.2. Development of Hypothesis

On the basis of statement from Grignor, Lavaur, and Blanc (2016) , the dubbed and
subtitled version of a film sequence performed better than the original version compared to
the other two versions. In addition, Sadiku (2018) discovered that, with the assistance of
teachers, watching movies with subtitles in different languages can improve short and long-
term vocabulary learning.
Thus, it is assumed that watching English-subtitled movies significantly impacts
vocabulary insight.
H1: There is a positive and substantial impact of watching English-subtitled movies on
vocabulary insight.
 Chapter 3
METHODS

3.1. Methods and Procedure

Using the quantitative method , 40 fourth-semester students from the population of
English Education students at the Islamic State University Sunan Gunung Djati Bandung
were selected using random sampling.
Beginning with a questionnaire comprised of ten multiple-choice questions (A, B, C,
and D) regarding the behaviour of watching English-subtitled movies, we analysed the
results. The following section consisted of fill-in-the-blank words for the vocabulary test.
The students were then allowed to view a 20-minute clip of the Disney film Frozen
with English subtitles before taking a second vocabulary exam consisting of 10 questions
requiring them to fill in the blank words with another vocabulary.

3.1.1. Population And Sample

The population is fourth-semester students from the English Education Study
Programment at State Islamic University Sunan Gunung Djati Bandung. As many as 100
samples are chosen at random.
 Table 1. Operational Variables

Variable Indicator

Watching Movies -Incorporating instructional media into learning activities.

with English subtitle -Reading comprehending what they read with subtitle.

-Visual strategy is one of the strategies that can be used to

(Paul and David
learn vocabulary.
(1999); Gabe and
-Audio-visual content can aid and stimulate the language
Stroller (2002); learning process.
Diana Thomas
-Film can be a foundation that aids the learning process of
(1995); Cakir (2006); English.
Oladunjoye (2017)

Vocabulary insight -Vocabulary is essential for communication.

-Students are able to be better at reading, writing, thinking,
and speaking learners with solid vocabulary knowledge.
(Krashen and Terrel -Vocabulary knowledge as "understanding the context of
(1985); Annisa Nur words in both spoken and written.
Islamia and
Rosmadiar (2020); - The ability to accurately comprehend and translate words
Nation (2021); Horst and phrases into the learner's native language are two of
(2019); Leong and the most common definitions of vocabulary knowledge.
Ahmadi (2017)
-Without a solid understanding of vocabulary, learning
English for reading, listening, speaking, and writing
becomes more challenging and perplexing.
3.1.2. The Research Procedure

This study examines the probability of watching movies

with subtitles affects learner’s vocabulary insight and
efficiency.

Because most students regularly watch shows with

English subtitle outside of the classroom, they are
familiar with those, they can have better understanding
LITERATURE
English and improve learning outcomes by bridging the
REVIEW
gap between enjoyment and education.

METHODS
The population is comprised of students from the
English Education Study Programment of the 2021
State Islamic University Sunan Gunung Djati
Bandung, and 40 of them were randomly sampled.

Utilizing a questionnaire and vocabulary test

RESULTS AND
DISCUSSION administered to respondents, quantitative method is
chosen.

CONCLUSION
 Vocabulary is the foundation for learning
EFL.

INTRODUCTION

3.2. Research Framework and Timeline

3.2.1 Research Framework

Watching a Movie With The English Subtitle Vocabulary Insight

Incorporating instructional media into learning
activities Vocabulary is essential for communication.
Reading comprehending what they read with
subtitle Students are able to be better at reading, writing,
Visual strategy is one of the strategy that can be thinking, and speaking learners with solid
used to learn vocabulary. vocabulary knowledge.
Audio-visual contents is able to aid and stimulate
VocabularyHypothesis
knowledge: as "understanding the
the language learning process
context of words in both spoken and written.
Film can be a foundation that aids the learning There is a strong and good effect of watching movies
process of English. The ability to accurately comprehend and translate
with subtitles on vocabulary insight.
words and phrases into the learner's native
(Paul and David (1999); Gabe and Stroller language are two of the most common definitions
of vocabulary knowledge.
(2002); Diana Thomas (1995); Cakir (2006);
Without a solid understanding of vocabulary,
Oladunjoye (2017)
learning English for reading, listening, speaking,
and writing becomes more challenging and
perplexing.
(Krashen and Terrel (1985); Annisa Nur Islamia
and Rosmadiar (2020); Nation (2021); Horst
(2019); Leong and Ahmadi (2017)

DATA ANALYSIS

DISCUSSION
3.2.2. Timeline
Table 2. Research Timeline
2023
No RESEARCH TIMELINE 1
1 2 3 4 5 6 7 8 9 10 12
1

1 Proposal Submission                        

2 Research Proposal Analysis                        

3 Proposal Improvements                        

4 Research Implementation                        

5 Final Research Report                        

6 Research Result Publications                        

3.3. Data Analysis Methods

3.3.1. Linear Regression
Due to quantitative as the approach, which is based on collecting and analyzing data
in the form of numbers (numeric) to explain, predict, and control phenomena of interest, the
Linear Regression analysis method is going to be used, which, according to Katemba and
Djoh (2017), is a statistical method for determining the influence of one or more factors on a
single variable. This method will be used for the analysis because the variable's ability to
influence the values of other variables is evaluated through the regression process. This
allows for the value of a variable to be forecasted to the findings of the analysis of other
factors.

The equality of Linear Regression can be seen from the following: Y = a + Bx.

Y = Watching movie with English subtitle

X = Vocabulary insights
 a = Constant (value of Y if X = 0)

b = Regression coefficient (value of increase or decrease)

3.3.2. Hypothesis Testing

Hypothesis testing is to see if there is an effect to Vocabulary insight from watching

movie with English subtitle (Y) acceptable or rejected. The formulation of the hypothesis
is as follows:

H0: p = 0; There is not a substantial relationship between watching English-

subtitled movies and vocabulary insight
Ha: 0; There is a substantial relationship between watching English-subtitled
movies and vocabulary insight

TESTING REQUIREMENT:
If the value of sig. or p-value derived from statistical computer computations is
less than or equal to 5 percent, then the null hypothesis H0 is rejected.
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