Students’ Perception of English Subtitles in Movies for Autonomous Learning
Persepsi Mahasiswa terhadap Subtitle Bahasa Inggris dalam Film untuk Pembelajaran Mandiri
Keywords:
English subtitle, autonomous learning, learning acquisition, listening skill, multimedia learningAbstract
This study examines students' perceptions of using English subtitles in movies to support autonomous English learning. In the digital age, films with subtitles have become accessible tools for language development, particularly in listening and vocabulary acquisition. The research employed a mixed-methods design, combining quantitative and qualitative data collected from 34 second- and fourth-semester English Education students at Maros Muslim University. Questionnaires were used to gather broad perceptions, while semi-structured interviews provided deeper insights. Quantitative data were analyzed using SPSS, and qualitative data were processed through thematic analysis based on Braun and Clarke's framework. Findings indicate that students generally hold positive views toward English subtitles, reporting that they enhance motivation, improve vocabulary and grammar understanding, and aid pronunciation. Many students also noted that subtitles helped them comprehend movie content and made listening tasks less intimidating, especially for beginners. Participants viewed subtitles as practical tools for classroom use and self-study. The study further recommends the integration of subtitled films into English language curricula as a strategic approach to fostering learner autonomy and enhancing overall language competence. The study concludes that integrating English subtitles into language learning materials can effectively promote learner autonomy and support listening comprehension. This supports the broader use of multimedia resources in English language teaching, particularly in contexts where students seek independent learning opportunities.
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