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INVESTIGATING CHALLENGES AND OPPORTUNITIES OF USING

ENGLISH SUBTITLED MOVIE IN TEACHING PRONUNCIATION

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CHAPTER I

INTRODUCTION

A. Background

Pronunciation is one of the most important parts of English to communicate

with others because there is a difference between the symbols and the sounds.

When people communicate with others, people should not only have good

vocabulary, but also good pronunciation. Therefore, it is important to teach

pronunciation if people do not have good pronunciation then others will find it

difficult to understand what the interlocutor is saying. Harmer (2003) as cited in

Simanullang & Hum (2019) states "that for all these people, being aware of

pronunciation issues will be very beneficial not only for their own production but

also for their understanding of spoken English". Pronunciation is one of the

language elements that need to be mastered in learning a foreign language such as

English. The pronunciation of a language speaker is very important to be able to

interact well and the conversation can be understood.

English pronunciation is the study of the technique of pronouncing English

vocabulary, pronunciation of English vocabulary, one of the more complicated

points, compared to grammar and vocabularies. Grammar, and vocabularies,

English pronunciation is very important. According to Botley (2017) where many

sounds and in English are difficult to pronounce correctly. Having good

pronunciation can make people communication with interlocutors or native

speakers with the interlocutor or native speaker becomes easier to understand.

Pronunciation is one of the important things in language to help students achieve

effective communication; it allows students to recognize the differences among

sounds that often confuse them such as producing minimal pairs, stress patterns

and intonation. Undeniably, good pronunciation makes for good communication

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with each other. Speech can be understood well when using good pronunciation

because pronunciation controls what them say, especially when people say words

containing English consonant sounds. Conversely, when people speak with poor

pronunciation, it can result in incorrect meaning and be difficult to understand

wrong pronunciation can produce wrong meaning and cause misunderstanding.

Pronunciation is the most important skill in spoken English. It is no surprise

that pronunciation teaching plays an important role in teaching English as a

second language (EFL). Given that the majority of EFL learners strive to speak

English like native speakers, the importance of pronunciation teaching cannot be

overemphasis. Indeed, it is imperative for teachers to help English language

learners develop the ability for communication needs and the ability to be

understood easily Morley (1991) as cited in Hidayatullah (2018). However, many

English language learners (ELLs) face difficulties in learning English

pronunciation Gilakjani (2011) as cited in Hidayatullah (2018). Problems in

pronunciation weaken their communicative competence. Worse still, many of

them still lack proficiency in pronunciation even though they have learnt English

in EFL courses. In fact, it is understandable that EFL students who use a non-

standard variety of English might be negatively affected while learning English if

they are not familiar with Standard English. In particular, the pronunciation

conventions of EFL students are different from those of native English speakers.

Therefore, helping EFL students learn Standard English should start with

understanding the pronunciation variations that EFL students have when learning

English.

It is difficult for Indonesian students pronounce English words correctly, for

example when they are asked to pronounce the word “jump” /ˈ dʒʌmp/ / they will

pronounce /jumper/. It is because the difference between their mother tongue and
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the English. The degree of difficulty in learning is also determined by the degree

of difference between the two languages. The greater similarity between them, the

less difficult it will be for the students to learn the foreign language Ramelan as

cited in Mulatsih (2015). After the conducted pre-observations at SMKS

Agrobisnis Nahdilyin by asking several vocational students, especially in the

student’s class 10th Thursday on 10 November 2022, and often finds problem

with pronunciation students when they speak, read, or listen to the English words.

It might be caused some factors. There are internal and external factors. The

internal factors came from the learner themselves, such as: motivation, interest,

attitude, and intelligence. While, the external factors came from the outside of

learner, such as: the situation and condition of the environment, and learning

materials.

Pronunciation learning will be very interesting if teachers give it

appropriately through media. Media is all forms and channels used to convey

information or messages. Many kinds of media can be used to reduce student

boredom. These media are divided into visual, audio, and textual media. Every

media has several special advantages. There are a lot of foreign movies, TV

shows, and TV series that are broadcasted throughout the world. The popularity of

social media and other platforms also allows us to watch subtitled videos in

different languages. This phenomenon made language experts and educators

utilize these audio-visual products as one of their teaching media in their classes.

Researches show that this kind of audio-visual media has been claimed as one of

the effective tools in foreign why does the researcher use movie? Because movies

can be a learning tool and entertaining facilities to improve the pronunciation of

children more effectively. According to the theory of Borrás (1994) as cited in

Megawati & Nuroh (2018) said something else “Adversary of the utilization of
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subtitled video in foreign/second language instructing content that nearness of

subtitles is diverting and they slower to create of understudies listening capacities.

Defenders of subtitles, on the other way, that subtitles can help create speaking

capability by empowering students to be aware of speaking that they do not

generally get it". To produce effective pronunciation ability, communication

strategy plays an important role in order to avoid misunderstanding or problems

that may appear in the conversation.

The suitable methodology should be connected to include the students in the

talking action, and additionally having them develop discussion in view of the

point given to them. Additionally, it appears to be important to give curiosity

material, which is outstanding by the students. They had a lot of trouble

connecting with the material Katsara (2015) as cited in Megawati & Nuroh

(2018). The obvious condition with respect to the EFL students in the schools,

especially school in SMKS Agrobisnis Nahdliyin tenth grade is the students had

low pronunciation ability. They scarcely proposed their thoughts or reasons in

their pronunciation exercises; consequently, it is profitable to apply an interactive

pronunciation methodology to enhance their speaking. This research was not

necessarily carried out without reason, but experience in teaching made researcher

wants to know more about the problems faced in learning English. The inability of

some students to re-pronounce the material that has been thought is one of the

things that makes teachers feel concerned and are not successful in teaching,

especially in English lessons. Therefore, wants to conduct more in-depth research

on the causes of difficulties in students’ pronunciation.

Based on the explanation above, the researcher formulates a thesis under the

title “Investigating challenges and opportunities of using English movie subtitle in

teaching pronunciation”.
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B. Problem Identification

The problem of this research can be identified as follows:

1. Students are unfamiliar to saying English words.

2. Students find difficulties in pronouncing English words.

C. Research Scope

In this research, English pronunciation is a science that studies

techniques/procedures for pronouncing English vocabulary, one of the points

that are quite complicated, compared to grammar, and English pronunciation

vocabulary is very important. In this teaching students will learn about

English pronunciation used subtitled movie, the movie used in this research

was a piece of movie that lasted 10-15 minutes this was then analyzed further

with two instruments, namely observation as an early stage then continued with

in-depth interviews with students in High school.

D. Research Questions

From the background above, the research identified problems, which

were as follows:

1. What are the challenges of using English movie subtitled in teaching

pronunciation?

2. What are the opportunities of using English movie subtitled in

teaching pronunciation?

E. Research Objectives & Significance

1. In relation to the research question above, the objective of the research

was finding to the:

a. Investigating challenges of using English movie subtitled in

teaching pronunciation.
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b. Investigating opportunities of using English movie subtitled in

teaching pronunciation.

2. Research Significance

Based on the research objectives described above, the significance

of this research can be formulates briefly as follows:

1. Theoretically

The result of this research is expected to give a worth contribution

to science in teaching English dealing with pronunciation.

Pronunciation is very important position in learning English; the

information about using subtitled in teaching pronunciation can

make people who are interested in learning English understand

about the challenges and opportunities of using subtitled movie in

pronunciation learning.

2. Practically

a. For teachers, the results of this research are expected to be a

reference when they want to teach pronunciation in English, so that

appropriate steps can be taken for optimal teaching and learning

activities.

b. For students, the results of this research can be a alternative when

students learn pronunciation in English. So that more appropriate

action is taken.students would be helped by using movies as

learning media.

c. For future researcher, the results of this research are expect to be

useful information when they need references related to the

research to be carried out.

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CHAPTER II

LITERATURE REVIEW

A. Theoretical Review

1. Pronunciation

a. Definition of Pronunciation

Pronunciation is the act of giving the true sounds of letters in words,

and the true accents and quantity of syllables. Pronunciation refers to the

ability to use the correct stress, rhythm, and intonation of a word in a

spoken language. Besides that, pronunciation is the act or result of

producing the sounds of speech, such as: articulation stress and intonation,

often with reference to some standard of correctness or acceptability. A

word can be spoken in different ways by various individuals or groups,

depending on many factors, such as: the area in which they grew up, the

area in which they now live. According to Harmer (2001) in Mulatsih

(2015) “the areas of pronunciation which we need to draw our students’

attention to include individual sounds they are having difficulty with, word

and phrase/sentence, stress and intonation. In the other hand, students will

also need help with connected speech for fluency and the correspondence

between sounds and spelling and if there is no creativity from the teacher,

it will be hard for students who especially a foreign language student to

pronounce the word correctly”. There are some reasons why pronunciation

is important for example improved pronunciation shows that students have

become more native-like in their categorical perception of sounds.

This means that they are more likely not only to sound like native

when they speak, but also to understand which sounds that in words that

native to them (i.e., improved reading aloud). According to Kelly (2002)

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as cited in Mulatsih (2015) states “At some stage, when a text is read

aloud either by the teacher or the students’, pronunciation work can be

integrated. Such text as poems, rhymes, extracts from plays, song lyrics,

etc, can be used creatively in the classroom and offer plenty of scopes for

pronunciation work”. Pronunciation is important in English because

mispronunciations will make the hearer misunderstand about the meaning

of utterance. Pronunciation is one of the three components of languages,

together with grammar and vocabulary. Teaching pronunciation is

important because it may help students to speak more confidently, easier

to understand by the listeners, and also the use of communicative and

effective language.

b. The elements of pronunciation

The broad definition of pronunciation includes both supra segmental

and segmental features. Although these various aspects of pronunciation

are treated separately here, it is very important to remember that they all

work in combination when humans speak, and are therefore usually best

learnt as an integral part of spoken language.

Ramelan (1985) as cited in Mulatsih (2015) that when learning

English, someone will find two kinds of speech features.

1. Segmental features, which refer to sound units, arranged in a sequential

order; or it is about consonant and vowel.

2. Supra segmental features refer to stress, pitch, length intonation and

other features that always accompany the production of segmental.

a. Segmental Features

English segmental system includes vowels and consonants. The

classification is based on the differences in their functions in an

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utterance and their ways of production. The English Vowels are

sounds which are made without any kind of closure to the escape of

air through the mouth Syafei (1988) as cited in Ratnasari (2007).

English vowels are divided into two kinds of vowels, long vowels

and short vowels. Long vowels consist of / i: /,/ ∂: /,/ a: /,/ u: /,/ o: /,

while short vowels consist of / i /,/ e /,/ æ /,/ ∂ /,/Λ /,/ u /,/ o /.

b. The English Consonants

The English consonants consist of twenty-four. Those

are /p/, /b/, /t/, /d/, /k/, /g/, /f/, /v/, /θ/, /δ/, /s/, /z/, /∫/, /з/, /h/, /t∫/,

/dз/, /m/, /n/, /η/, /l/, /r/, /w/, /y/. It is quite different with the condition

in Indonesian. There are only 5 vowels, 21 consonants and 3

diphthongs. It is possible if the students find difficulties when they

learn English.

c. Supra Segmental Features

Supra segmental features are like the style used in words or

sentences. There are four kinds of supra segmental features, namely

stress, pitch, pause and rhythm. Stress is meant the degree of force

or loudness with which a syllable is pronounced so as to give it

prominence Ramelan (1985) as cited in (Ratnasari, 2007). Stress can

be divided into two parts word stress and sentence stress. Word

stress is the stress in a word and sentence stress is the stress in a

group of words or a sentence. Stress has an important role in English

because the difference in stress will distinguish the meaning and

intent of a word or sentence. Second is tone and intonation. Speech

is produced with some sort of musical accompaniment or intonation.

Intonation is the tone of what a person says. For example, if

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someone is angry, he will speak in a high tone. But when he is sad,

he will speak in a low tone. The third is pausing. English is spoken

in groups of words, which are separated by pauses. There are two

types of pauses, namely short pauses and final pauses. The fourth is

rhythm this means the rhythm of the language. In English, rhythm is

stress. This means the time between two main stresses is equal. If

there are many words between two main stresses, then the syllable

will be pronounced quickly; on the contrary, if there are few

syllables between the main stresses, then the syllable will be

pronounced slowly and more clearly.

c. Problem of pronunciation

In pronunciation there are many problems one of the Sounds and

spelling in the same or other language sounds and spelling will be the

close connection, but in English this is frequently no problem. Sounds are

represented here by phonetic symbols. This is cause by there is no one no

connection between written letters and spoken sounds. The sounds, for

example, it can be realized in a number of different spelling (e.g. won (

/wən/ ), young ( /jəŋ/ ), funny ( /fəni/ ), flood (/fləd/ ) ). The letters /ou/, on

the other hand, can be pronounced in a number of different ways. Puspita

(2018)

2. The concept of English Movie

a. Definition of English Movie

Movie is communication medium that seeks to convey messages

through a combination of audio (sound), visual (images) and also the

sound of music that is presented through the composition of camera

techniques and a number of technologies that make it into moving images.

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As a form of mass media, in this case movie also has social responsibility

to the public regarding what will be conveyed. It is not just conveying

information and entertaining but is required to carry out its educational

function to enlighten and educate the public Effendy (2004). English

movie is one of the media which can be used in language learning. Media

of learning is one of important factor instead of the purpose materials,

methods and evaluation in learning process. Media is the thing which is

use to send message from sender to receiver to motivation attention’s

student. According to Rudolf as cited in Puspita (2018)that movie or film

resembles painting music, literature, and the dance in this respect-it is a

medium that may, but need not be used to produce artistic result colored

picture post cards, for instance are not art and are not intended to be.

Neither is military march a true confession story, or a strip tease, and the

movies are not necessarily film art. Every movie will be interesting and

entertaining, and make the audience think. Each piece of work is unique

and interesting, so there are many ways that can use in a documentary to

convey ideas about the real world.

Based on the explanation above the writer summarized that English

movie or film is an art the form of audio visual that tell a story are shown

for public entertainment. Using movie to teach English can help motivate

students and remove some of the anxiety of not knowing the language

however, they are not just entertainment; they are also valuable language

teaching tool.

b. Kinds of movie

Based kind, the movie can be divided into several types such as:

1. Fiction movies
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A fiction movie is a movie genre that tells a fictional story or narrative.

Example: drama, action, animation.

2. Community movies

A community movie is a movie produced by a particular community or

group of issues or problem related to the environments of the

community is good community and outsiders with a specific purpose.

Example: biographies, history, diary, profiles.

3. Documentary movies

The documenter is a movie that presents a reality based on objective

facts concerning the life or the environment and the real situation.

Example: video participation, folk, proposal video.

Based on the duration or length of a movie can be divided as follow:

1. Short movie

Movies with a duration of less than 60 minutes.

2. Length movie

Movies with a duration of more than 60 minutes.

3. Concept of subtitle

a. Definition of subtitle

Subtitles allow an accented language become intelligible to any

viewer. To understand the content of a movie, subtitle plays the important

role to bridge the audience need, such as deliver the word according to the

audience native and culture. Because, if the audience does not understand

the meaning of the utterance, automatically the audience would read and

process the subtitles in their native. But, when the subtitles are in the

language of the film, the audience is able to hear the new accent while

reading the text. Simultaneously hearing and reading foreign words help
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incorporate what the audience hears through their phonetic understanding

of the language, then it can understand the future words as they come up

and familiarize themselves with the sounds of their new language.

Grignon, Lavaur & Blanc (2005) as cited in Kusumawati (2018) compared

three versions of a film sequence (that is, dubbed, subtitled, and original

versions) and they found that the dubbed and subtitled versions lead to

better performance than the original version.

With the rapid developments in high technology, both in software

and hardware, in recent years more and more information has been

presented in or transferred to audio visual formats, such as film in DVD

formats, and that has increased in interface between technologies language

and culture. Amongst these media, subtitling is a key technique for

facilitating communication with viewers and has recently been widely

discussed especially in comparison with dubbing which is, at present,

another mainstream method.

Subtitle in any language are wonderful tools that let people enjoy

film from other cultures and countries, but for language learners subtitles

might often a new path to language comprehension. According to Bila

Khalid as cited in Puspita (2018) Subtitling is a type of translation,

particularly in the audiovisual filed which includes dubbing, voice-over

and audio description. In other words, the audiovisual language of TV

programs or films transferred with certain forms to be understandable by

target audiences whom they are not familiar with its source language.

From the definition above the writer conclude that subtitle is a translation

file in the form of writing or text from a movie that will be shown in a
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foreign language with the aim of spectator can see what means about story

in movies.

B. Review of Related Literature

The researched found several previous studies that are in line with the topic

of this research. Those are:

The first research was written by Rahma (2021) entitled “Frozen Cartoon

Film as a Learning Media to Improve the student’s Pronunciation Ability”. In

their research, she used a descriptive research method with a qualitative approach.

The result of this study showed that the cartoon “frozen as a learning medium was

very appropriate to be practiced in improving the student’s pronunciation skills.

The difference with this research is the sample. This research use students of

senior high school. Furthermore, the research that will be carried out by the

research is more focused of challenges and opportunities using subtitled movie for

teaching students’ pronunciation, different with this research that focus on

students’ pronunciation achievement. Both of the studies are similar of the

variable that is movie.

The second research was conducted by Aminatun (2021) entitled “Students’

Perception on the use of English Movie Improve Vocabulary Mastery”. This

research used questionnaire and interview. The findings of the study indicate that

students have positive perception towards the use of movies in their classes to

improve their vocabulary mastery; the treatment given in this study is the same as

the treatment that will be carried out by the researcher, when the researcher will

teach and analyze the students’ pronunciation. The present research is different

with the previous research on the treatment. This research will use movie subtitle,

while the previous used English movie.

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The third is a research by Sanjadireja (2020) entitled “Subtitle in Teaching

Pronunciation with Video. He found that watching video only, with subtitle or no

subtitle, does not improve students’ pronunciation. In his research, the method

that was used is qualitative approach and used experimental post-test. This

research is similar on the use of subtitle dealing with pronunciation. However, the

previous research is different in the treatment. This research is more specific by

using subtitled movie while the previous was only used random videos.

The forth research is entitled “improving students’ pronunciation through

western movie media” by Hidayatullah (2018). He found that, successful

indicators of the students’ pronunciation by using western movie media were

achieved. There were three cycles used in this research. Both of the researches are

similar on the use of movie and its effect toward pronunciation. Therefore, they

are different on the research method. The previous research was used CAR

(Classroom Action Research) as the research method. In the other hand, the

present research will use descriptive qualitative as the research method. The kind

of movie for both of the studies are different as well, this research is more specific

than the previous research.

The fifth is the research by Stevani, V., Handayani, I.,Risma, (2021) entitled

“The Effectiveness of Using Short Animation Subtitle Movie Toward Student’s

Speaking Skill of The Eleventh Grade at Senior High School 8 in Serang City”

they found that how to help English learners learn the language as a foreign

language effectively is an essential issue which needs to be concerned having a

correct speaking is also very important. This researcher used qualitative research

implementing quasi experimental design as the research design; there were two

classes involved in this research as the experimental class and control class. Each

class consisted of 23 students, Using animation subtitle movie in the teaching

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learning process of speaking, the research revealed that value of-test was higher

than value of the table (5.70>2.015). In the conclusion using short animation

subtitle movie as media in teaching and learning of speaking can be an alternative

way media to teach English speaking, because this study was successful to show

that there way was any effect of student’s speaking skills after the treatment by

using animation short movie as media.

Therefore, to difference from previous research, this research is aimed at

investigating challenges and opportunities of using English movie subtitle in

teaching pronunciation. Based on the explanation above, the English subtitle

movie is used by researcher because this method focuses on advantages and

disadvantages English subtitled movie using in teaching Pronunciation.

C. Conceptual Framework

Teaching pronunciation

Subtitled movie

Challenges and opportunities of using English subtitled

movie

Based on the conceptual framework above, it can be understood that this

research used research and find the challenges and opportunities of using

subtitled movie in teaching pronunciation. This subtitled movie is focused to

see its challenges and opportunities in teaching pronunciation.

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CHAPTER III

RESEARCH METHOD

A. Research Type

The type of this research was a case study. This method demands

researcher to focus on only one subject. Things encompass the object that is not

in discussion, Such as about someone, family, institution, etc. This type of

research is categorized in descriptive research, descriptive research aims to

arrange discovery systematically, factual, and accurately about facts and

population in a certain area. The collected data are words, pictures, and must

not be numeric; the data is from interview, photos, personal documents, and

other document.

The research chose qualitative descriptive because the research described

the data taken, it described the goals, material, produce, and evaluation of

Investigating challenges and opportunities using subtitled movie of teaching

pronunciation. Rasati (2020)

B. Research Approach

In this research, the researcher used a qualitative approach that frequently

called naturalistic research because it was done in a natural situation, or called

the ethnography method because previously this method is more used in the

research of anthropological culture. It is called the qualitative method because

the collected data and the analysis are more qualitative.

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C. Research Site and Time

This research would be located at SMKS Agrobisnis Nahdilyin, Lerang

Village, Cina District, Bone Regency, and South Sulawesi Province. This research

was conducted from July 10th – 30th of 2023.

D. Research Focus

The researcher took participants from students of 10th grade of SMKS

Agrobisnis Nahdilyin. The researcher selected 19 students to be interviewed

through Snowball Sampling technique. The researcher asked several questions

to gained opinion from each students regarding in pronunciation.

E. Source of Data

1. Primary Data

Primary data includes information that was collected based on the results

of the students’ investigating challenges and opportunities through

observation and interview sessions. The researcher chose snowball

sampling to select the potentials participants.

The researcher collected data from eleventh grade class of SMKS

Agrobisnis , which consists of 19 students as potential participants, and

took only 3 of these students as interview respondents.

2. Secondary Data

The secondary data referred to the data collected from books,

journals, scientific documents, records, photos, and notes that were

relevant to this research. This research also used movies with subtitled

English from YouTube and etc.

F. Procedure of Data Collection

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The several stages of data collection that used carried out by researcher in this

study can be seen as follows:

1. The researcher met with the English teacher who would later become the

informant and the class she was invited to the research location.

2. The researcher discussed the meeting schedule and the number of meetings

needed in this research.

3. The researcher came to the 10th class which the teacher chose as the research

location.

4. The researcher prepares note-taking tools and observation paper that has been

made. Then researcher used observed the learning process, especially on

student pronunciation.

5. The researcher gave directions to students and asks questions about English,

especially learning pronunciation with subtitled movie.

6. The researcher conducted interviews with teacher and several students.

7. After the observation and interview processed are complete, the researcher

used analyzed the data obtained.

8. After the researcher has analyzed, the writing is done and a conclusion was

drawn about this research.

G. Research Instruments

1. Observation

Observation is a major data collection in qualitative research. Observation

is directly activity to see an object of the research in teaching and learning

process. Observation is the complex process, a process that determined from

whole aspects of biology and psychology (Arikunto, 2013:172). According to

Ary (2010), observation is a basic method for obtaining data in qualitative

research and is more than just “hanging out.” Qualitative observations rely on
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narrative or words to describe the setting, the behaviors, and the interactions.

The goal is to understand complex interactions in natural settings. From the

explanation above, it can be concluded that observation is the way for the

researcher to collect the data about something which is happening by seeing,

observing, and understanding the object, setting or the phenomena.

According to the definition above, researcher do observational research

using methods that allow with observations. The researcher employs the

checklist notation approach, often known as checklist observation. In order to

quickly provide a checklist after an observation, checklist notation arranges the

observation structure by classifying and labeling behavior before the

observation is conducted. The event, behavior, individual or group actions, or

object being watched serve as the checklist in checklist notation.

Table 3.1: The variable of observation

No Observation Item

1. Teacher-student interaction 1

2. Student participation 2

3. Student reactions to the movie 3

4. Focus on pronunciation 4

5. Students response to challenges 5

2. Interview

Latief as cited in Tasmia (2019) stated that interview is a data gathering

instrument that involves direct verbal interaction between individuals. In

addition interviews are used for researchers to know the things of the
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respondents more deeply. According to Sukardi as cited in Pratami, (2021)

interview is the process of communication interaction to collect information by

way of question and answer researcher and respondent. Interview was the

process or the steps to gain the useful information for the research was being

performed in the way of question and answer directly face to face, talk directly

or orally.

Interview performed by the researcher was be the deep interview to

discover the deepest information concerning of the students’ in learning

motivation. In this step, the researcher was used mobile phone to record the

data from the interview. Note taking was also used as other instrument to get

addition information during the interview. Interviews involved some form of

direct contact between the students in the eighth grade who presents the

questions to each person in the sample group and records their response. The

purpose of the interview was to get accurate answer directly from the subject,

namely student, then interview the teacher to get the point of view of the

teacher.

Table 3.1: The variable of interview questions for students

No. Variable Item

1. Opinions on using movies 1

2. Effect on pronunciation 2

3. Personal experience 3

4. Encountered opportunities 4

5. Recommendations and advice 5

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6. Encountered challenges 6

3. Documentation

The documentation method is a data collection method used to trace

historical data. Documents about people or groups of people, events, or

incidents in social situations are very useful in qualitative research Yusuf as

cited in Batam (2021). Documentation comes from the word document, which

means written good; the documentation method means procedures for

collecting data by recording existing data. The documentation that used in this

study is in the form of documents that can be accessed by researcher from

subjects who can add data information for research. In this research, the

researcher was used documentation in the form of recordings and photographs

as concrete evidence research.

H. Validity and Reliability of Instrument

The test used for testing students’ in learning motivation had to have

validity. In according to Bachman (2004, p.259) explains that validity is an

integrated evaluative judgment of the degree to which empirical evidence and

theoretical rationales support the adequacy and appropriateness of inferences

and action based on test scores or other modes of assessment. In according to

Brown (2002, pp. 23-24) said that the expert should look into whether the test

content is representative of the skills that are supposed to be measured.

Reliability is the accuracy and dependability of a measuring instrument or

tool used to measure an object. When measuring devices are used to measure

the same event twice or more and produce consistent findings, the device is

considered reliable. Reliability is defined as the consistency of measuring

 25

instruments in measuring the same phenomenon more clearly. The reliability of

the measuring instrument is a very important consideration so that the research

result is good. Therefore, researcher must ensure that the measuring

instruments used can be trusted.

I. Technique of Data Analysis

This research used qualitative research, so it is analyzed using techniques

qualitative descriptive analysis proposed by Miles and Huberman as cited in

Yusmasari & Bahar In namely the qualitative data analysis carried out

interactively this continues until it is complete. In this study the data were

analyzed using techniques as follows:

1. Reduction of data

Reducing data means summarizing, choosing the main things, focusing

on the important things, and looking for themes and patterns. Thus the reduced

data will provide a clearer picture of the research results. According to

Sugiyono, Rahmadhani (2018). Reduction data is identification the data until

that to small part in data that has meaning when be looked by focus on research

problem. In this step, the analysis data start with observation the students in

learning process, to see the situation and condition. Then, doing interview with

the students to know and getting more information what are the students’

problem on pronunciation of the tenth grade of SMKS Agrobisnis Nahdilyin.

2. Display of data

Display of data is group of data or arranging information is given as

possibility to take conclusion an action data. This implementation to make the

researcher become easier to analyze and to draw conclusion. In data display

which the researcher should go through and means taking the reduced data and
 26

displaying it in an organized. Compressed way so that conclusions can be more

easily drawn Moleong in Qurniawan (2020).

In presenting the data, it is attempted using simple words so that it is easy

to understand and not to boring. The presentation of the data obtained so that

the presenter can provide the possibility to draw conclusions and take action.

3. Conclusion drawing/verification

Conclusion and verification is the final analytical activity for the

qualitative research. In this step, the researcher took a conclusion and

verification from the result of observation and interview data. This conclusion

on qualitative research may be able to answer the formulation of the problem

that was formulated from the start, but it may also not because as stated that

the problem and problem formulation in qualitative research is still temporary

and will develop after the research in the field.

In this research, conclusion was drawn after the researcher conducted

research, namely investigating challenges and opportunities of using subtitled

movie in teaching pronunciation.

 27

CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the researcher discusses findings about high school

students' difficulties in speaking English. The discussion of the findings of the
data is divided into two parts,data from observation and data from interview.

A. Research Finding
Research findings obtained from the beginning to the end of
teaching and learning process. The research was conducted on class X
students at SMKS Agrobisnis starting 10 July 2023. The research was
conducted offline. Researchers conducted offline interviews with students
as respondents in the data collection. For a detailed description, see.

1. Challenges of using English subtitled in teaching pronunciation

a) Difficultis of Using English subtitles movie in learning

pronunciation

There is difficulties that students experience when learning to

use English subtitled movies, students have difficulty in

learning because the movie is too fast so students cannot read

subtitled from the movie, is quoted directly from the results of

interviews between research and students.

(Extract 17)

“kadang saya mengalami kesulitan ketika belajar

menggunakan subtitled movies karena movies yang di pake

untuk belajar kadang terlalu cepat cara bicaranya sehingga

saya kesulitan untuk mendengarkan dengan baik, tapi

27
 28

kesulitan yang saya rasakan sedikit berkurang karena movies

yang di putar sudah ada subtitlednya.”

(Sometimes I have difficulty learning to use subtitled movies

because the movies I use for learning are sometimes too fast to

speak so it’s difficult I feel is slightly less because the movies

being played already have subtitles.)

(Students 2, interviewed on 5rd Augusts 2023)

Based on the observation, some of the students looked had

challenges; some of them said that the movie was very fast so

they couldn’t listen properly to the pronunciation of each

words. (See, Appendix, C).

(Extract 18)

“saya mengalami sedikit kesulitan ketika belajar pengucapan

menggunaka subtitled movie karena kadang movies yang di

putar terlalu cepat jadi saya tidak bisa mendengarkan dengan

baik.”

(I had a little difficulty learning pronunciation using movies

because sometimes the movies were played too fast so I could

not listen properly.)

(Students 3, interviewed on 5rd Augusts 2023)

Based on the observation, there were also those who looked

nervous with flat facial expressions. (See, Appendix, C).

 29

b) Students distraction

There are distraction that students experience when learning

to using English subtitled movies, movie is too fast so students

cannot listen clearly the vocabulary of the movie, the other

students are noisy or talking to their friends also make students

experience distraction. is quoted directly from the results of

interviews between research and students.

(Extract 16)

“kesulitan yang saya rasakan selama belajar pengucapan

menggunakan subtitled movie yaitu kadang ada kosakata yang

tidak jelas karena terkadang movies yang di putar terlalu

cepat jadi itu membuat saya mengalami kesulitan untuk

mendengarkan pengucapan dari suatu kata dengan baik.”

(The difficulty that I feel while learning pronunciation using

subtitled movies is that sometimes there are unclear vocabulary

because sometimes the movies are played too fast so it makes

it difficult for me to hear the pronunciation of a word

properly.)

(Students 1, interviewed on 5rd Augusts 2023)

(Extract 19)

“saya mengalami kesulitan di bagian fokus karena terkadang

teman sebangku saya rebut atau tertawa katika melihat adegan

seru yang di putar sehingga membuat saya tidak terlalu

memperhatikan subtitled movie tersebut.”

 30

(I had difficulty focusing because sometimes my seat mates

made a lot of noise or laughed when they saw exciting scene in

the movie being played, which made me not really pay

attention to the subtitled movie.)

(Students 4, interviewed on 5rd Augusts 2023)

Based on the observation, students looked happy, some

pointed at the movie on the screen, some laughed when there

was a scene in the movie. (See, Appendix, C).

(Extract 20)

“tantangan yang saya rasakan ketika belajar menggunakan

movie adalah terkadang teman_teman kelas saya rebut atau

berbicara satu sama lain ketika ada adegan seru dalam movie

tersebut, sihingga hal tersebut sangat menggangu dan bisa

membuat saya kahilangan fokus dan saya tidak mendengarkan

dengan baik pronunciation dari movie tersebut dengan baik”

(The challenges that I experience when learning to use movie

is that sometimes my classmates make noise or talk to each

other when there are exciting scenes in the movie, so this is

very disturbing and can make me lose focus and I don’t listen

to the pronunciation of the movie properly.)

(Students 5, interviewed on 5rd Augusts 2023)

The find out what disadvantages things they find during the

pronunciation English learning process using subtitled movies.

 31

From the interview activities, most of them said almost the

same answer. So based on the students' opinions, the

researcher can conclude that subtitled movies in learning

pronunciation students experience difficulty in the speed of

movies that are used in learning.

2. Opportunities of using English subtitled in teaching pronunciation

a) Improved pronunciation

The statement below states that learning pronunciation using

English subtitled movies can improve students’ ability to learn

pronunciation, when learning feel faster to understand the

pronunciation of the vocabulary, students enthusiastic in

learning, is quoted directly from the results of interviews

between research and students.

(Extract 1)

“saya merasa senang ketika belajar pengucapan dalam

bahasa inggris menggunakan movie beserta subtitlednya itu

membuat saya lebih cepat memahami pengucapan dengan

baik”.

(I feel happy when I learn English pronunciation using movies

and subtitles because it makes me understand pronunciation

better faster.)

(Students 1, interviewed on 5rd August 2023)

Based on the observation, they seemed to really pay

attention to the movie being played by the teacher, some of

 32

them talked to their friends or laughed when there were funny

or exiting scenes in the movie. (See, Appendix, C).

(Extract 3)

“Saya merasa semangat belajar pengucapan ketika

menggunakan movie karena dengan menonton movie itu

membuat saya lebih cepat memahami pengucapan sebuah kata

dengan baik.”

(I feel excited about learning pronunciation when using movies

because watching movies makes me understand the

pronunciation of a word more quickly.)

(Students 3, interviewed on 5rd Augusts 2023)

(Extract 5)

“Bisa, karena dengan menonton movie yang bersubtitle lebih

memudahkan saya dalam membaca kosakata melalui subtitled

dan mendengarkan pengucapan yang benar melalui movie

yang di putar jadi itu membuat saya sedikit lebih mudah dalam

belajar.”

(Maybe, because watching movies with subtitles make it easier

for me to read vocabulary through subtitles and listen to the

correct pronunciation through the movies being played, so it

makes it a little easier for me to learn.)

(Students 2, interviewed on 5rd Augusts 2023)

(Extract 11)
 33

“Keutungan yang saya dapatkan lebih mudah mengerti

pengucapan sebuah kata karena movie yang di putar sudah

ada subtitlednya jadi lebih mudah di baca dan di lafalkan

sesuai apa yang di dengar di movie tersebut.

(The advantages that I get are that it’s easier to understand

the pronunciation of a word because the movie that’s being

played already has subtitles, so it’s easier to read and

pronounce according to what you hear in the movie.)

(Students 2, interviewed on 5rd Augusts 2023)

(Extract 14)

“tentu saya merekomendasikan karena belajar pengucapan

menggunakan subtitled movie membuat saya semangat belajar

dan saya bisa menggali kemampuan dengan melatih

pengucapan saya dalam bahasa inggris dengan tepat.”

(Of course, I recommended it because learning

pronunciation using subtitled movies makes me excited and I

can develop my skills by practicing my pronunciation in

English correctly.)

(Students 3, interviewed on 5rd Augusts 2023)

This part of the interview aims to see if students find easy

to learn pronunciation in English of using subtitled movies.

From the interview activity, most of them said almost the same

answer. So the researcher can conclude that advantages of

 34

using subtitled movie in learning pronunciation can make it

easier for them to increase their knowledge by seeing, listening

to new vocabulary, and understanding the correct

pronunciation. This use of subtitled movies as a learning tool

has the opportunity to improve their pronunciation in English.)

b) Students Engagements & motivation

The statement below states that learning pronunciation using

English subtitled movies can Engagements & motivation

students’ to learn pronunciation, when students learn to use

subtitled movie students feel more exited in learning and are

not sleepy, because there are pictures and sounds in the movie

is quoted directly from the results of interviews between

research and students.

(Extract 2)

“ketika saya belajar pronunciation dalam bahasa inggris

menggunakan movie itu membuat saya bersemangat karena

dengan menggunakan movie itu membuat saya tidak mengantuk

dalam pembelajaran dan membuat saya lebih cepat mengerti

pengucapan dalam bahasa inggris”

(When I learn pronunciation in English using movies it makes

me excited because using movies makes me not sleepy in

learning and makes me understand pronunciation in English

more quickly.)

(Students 2, interviewed on 5rd August 2023)

 35

(Extract 6)

“Ya tentu, karena belajar pengucapan dalam bahasa inggris

menggunakan subtitled movie membuat saya lebih semangat

belajar.”

(Yes, of course because learning pronunciation using subtitled

movies makes me more enthusiastic about learning.)

(Students 3, interviewed on 5rd Augusts 2023)

Based on the observation, they pay attention to the

instructions given by their teacher with smiles on their faces that

look very enthusiastic. (See, Appendix, C).

(Extract 9)

“Belajar pengucapan melalui movie juga sangat menyenangkan

bagi saya karena dapat melihat gambar dan audio dan itu

membuat kita tidak mengantuk ketika belajar.”

(Learning the pronunciation of through movies also very fun for

me because I can see pictures and audio and that makes us not

sleepy when studying.)

(Students 2, interviewed on 5rd Augusts 2023)

Based on the observation, they seemed to really pay

attention to the movie being played by the teacher, some of them

talked to their friends or laughed when there were funny or

exiting scenes in the movie. (See, Appendix, C).

 36

(Extract 10)

“keutungan yang sara rasakan ketika belajar pengucapan

menggunakan subtitled movie adalah saya lebih mudah paham

pengucapan sebuah kata dan menonton movie juga membuat

saya lebih semangat belajar.

(The advantages that I feel when learning pronunciation

using subtitled movie is that it is easier for me to understand

saying a word and watching it also makes me more enthusiastic

about learning.)

(Students 1, interviewed on 5rd Augusts 2023)

(Extract 13)

“ya tentu, saya merekomendasikan karena belajar

pengucapan dalam bahasa inggris menggunakan subtitled

movies membuat saya lebih semangat mengikuti pembelajaran.”

(Yes, of course I recommended it because learning English

pronunciation using subtitled movies make me more enthusiastic

about learning.)

(Students 1, interviewed on 5rd Augusts 2023)

(Extract 15)

“iyya tentu, saya merekomendasikan karena belajar

pengucapan dalam bahasa inggris menggunakan subtitled

movies secara tidak langsung dapat meningkatkan motivasi

dan semangat belajar saya.”

 37

(Yes, of course I recommended it because learning

English pronunciation using subtitled movies can indirectly

increase my motivation and enthusiasm for learning).

(Students 4, interviewed on 5rd Augusts 2023)

Based on the interviews above, this section aims to find out

how the students feel about learning pronunciation in English

using subtitled movie. From the interview activities, most of

them gave the response. So based on the opinions of these

students, the researcher can conclude that movies have sufficient

opportunities when used in learning, this can be seen from the

results of interviews where there are words of joy and

enthusiasm.

c) New things that students find in pronunciation learning of

using English subtitled movies
The statement below states found that learning pronunciation

using English subtitled movies is new things that students find,

students said learning to use subtitled movies is new things and

interesting because they usually learn to use textbooks in

learning to use subtitled movie insights students increase, and

students find new vocabulary, is quoted directly from the

results of interviews between research and students.

(Extract 4)

“Iyya, karena dengan menonton movie yang bersubtitle dapat

menambah wawasan dan tidak mengantuk.”

 38

(Yes, because watching movies with subtitles can add insight

and not sleepy.)

(Students 1, interviewed on 5rd Augusts 2023)

(Extract 7)

“Saya belajar pengucapan menggunakan movie merupakan

hal yang baru karena selama ini kalau saya belajar yah

biasanya menggunakan buku pelajaran tapi kali ini saya

belajara menggunakan movie menurut saya itu hal yang

menarik.”

(I learned pronunciation using movies which is a new things

because so far, when I study I usually use textbooks but when I

learn using movies I think its interesting thing.)

(Students 1, interviewed on 5rd Augusts 2023)

Based on the observation, it seems they are familiar with

short movie, and that makes them excited. (See, Appendix, C).

Extract 8)

“Ketika saya belajar pengucapan menggunakan movie

saya dapat menemukan kosakata baru dan menonton movie

juga membuat saya tidak mengantuk ketika belajar, jadi saya

pikir belajar menggunakan movie merupakan hal yang sangat

menarik.”

(When I learn pronunciation using movies I can find new

vocabulary and watching movies also makes me not sleepy

 39

when studying, so I think learning using movies is an

interesting things.)

(Students 2, interviewed on 5rd Augusts 2023)

The interview aims to find out what interesting things they

find during the English learning process using subtitled

movies. From the interview activities, most of the said the

same answer, so based on the student’s opinions, the

researcher can conclude that movies can be used English

learning tool that gives students the opportunity to follow the

lesson in a difference way such as using two namely audio and

visual funs.

B. Discussion

The research objective of this research was to find out the challenges

and opportunities of using English subtitled movie in teaching pronunciation

to the seventh grade students of SMKS Agrobisnis. The discussions based on

the findings of observations and interviews. The researcher gave further

interpretation in discussion based on the findings as follows:

1. The challenges of using English subtitled movie in teaching

pronunciation
Discussion based on the research findings is presented in this
section; this can be seen from the student’s reaction to the exercises that
required them to pronunciation English. In order for students to understand
what is being said in English, they must study extensively and have high
comprehension of speaking. Consequently, students must also be
motivated and learn more about vocabulary, pronunciation, and grammar
Andyta Mustafari, (2022). It can be challenging for students to speak
 40

English in class effectively for a number of reasons. As for the results of

this study, the researcher can say that there are several problems that
students face related to speaking English activities.

Next, the research activities were enough to produce positive

opportunities from the students; it did not mean that they did not
experience challenges. The researcher found that when learning English,
especially in teaching pronunciation using movies, the challenges that the
students’ naturally here are the speed of movies that are used in
pronunciation learning so students have difficulty listening to the
pronunciation of good word so that they need several repetitions of movies
so they can understand well. Another disadvantage Hanadi, (2022) that
participants mentioned during the interview was the speed of same of
dialogue in the videos. For example, participant 9 said, ‘If they were
talking very fast, I could not follow everything and lost parts of the
conversation as well as the target words’. Similarly, participant 3 said,
‘The speed of some makes it difficult to follow all the words and the
meaning’.

2. The opportunities of using English subtitled movie in teaching

pronunciation

The research activities, the researcher saw that most students were

very enthusiastic about participating in the English learning process,

especially teaching pronunciation using subtitled movies. The use of

subtitled movies as teaching media can indirectly have opportunity on

students' interest and motivation to learn where they assume that by

learning English using movies, students feel very happy, interested,

excited, and active in participating in the learning process because they

recognize that they get an interesting and different learning experience

from before.
 41

It can be seen from all student responses which mostly said "I feel

happy and very interested because when compared to the learning media

used such as books, movies make the learning atmosphere more

interesting than the usual learning process". This finding is in line with the

findings of Thi & Giang, (2020) who stated that by using English movies,

students felt very active and interested in learning using this pedagogical

tool in improving speaking skills. In addition, they also responded quite

well to the question given by the researcher regarding their responses if the

teacher applied movies as learning media in the classroom. Most of the

students said almost the same answer where said that learning English

only through books, blackboards, and other methods that are general in

nature makes students feel bored, sleepy, lose enthusiasm, and causes

students not to focus on following the learning process.

Based on the results of the research, the researcher also found that

students have positive opportunities of the use of subtitled movies as

learning pronunciation to train their speaking skills. The four components

of speaking skills according to Leong & Ahmadi, (n.d.) are pronunciation,

grammar, pronunciation, and vocabulary. Students' opportunities of the

use of subtitled movies as learning pronunciation have a positive impact

on them in directing students to be more confident in improving their skills

on the four components. In addition, according to students' opportunities

of the four components of speaking skills, vocabulary, and pronunciation

are the two things that have improved more. They felt that their

vocabulary knowledge was enhanced by the subtitled movie, Seghayer,

(2001) also said that the existence of films can provide a context that

includes a variety of interesting methods for students in the classroom so

 42

that it is an effective teaching method used in the process of recognizing

and learning vocabulary. The same goes for pronunciation skills because

they can hear and practice pronouncing English words properly. But

students also learn and practice their knowledge of the other two

components, namely grammar, and fluency.

Although, students can learn various new vocabularies by watching

the English subtitled movie and they can remember and use them when

communicating with others. Secondly, students can learn the correct

pronunciation of English words by using the English subtitled movie

because after they watch the movie, students will try to imitate the correct

pronunciation and it will improve their English pronunciation ability.

Lastly, movies provide students with a fun factor and a source of

entertainment along with learning that can make students feel interested,

happy, and motivated in learning pronunciation in English to produce

better language skills. That cannot be achieved by only utilizing

conventional teaching methods.

 41

CHAPTER V

CONCLUSION AND SEGGESTION

A. Conclusion

Based on the findings and discussion in this study, the researcher

concludes that subtitled movies also have challenges in their use in

learning pronunciation such as students having difficulty listening to the

pronunciation of a word properly because movies are too fast so students

cannot listen properly. Although opportunities of the implementation of

English subtitled movies as learning pronunciation produce positive

reactions. Where the subtitled movie is able to provide positive effects for

students in improving pronunciation so that they are able to feel the

benefits of the subtitled movie such as they feel happy, interested, excited,

play an active role, and they can also gain new experiences in using

subtitled movie. Most of students also gave the perspective that this media

can help them in improving their skills on two components of speaking

skills namely vocabulary and pronunciation.

Therefore, the use of English subtitled movies has challenges and

opportunities when used in teaching pronunciation, such as students have

difficulty in listening well because the movie is too fast, while students

feel very happy and enthusiastic when learning using English subtitled

movies.

B. Suggestion

Based on the conclusions described above, there are several things.

proposed by the researcher include:

41
 42

1. For English Teachers

It is suggested for teachers if want to use subtitled movie in

teaching pronunciation which pay attention, to choosing movie that easy

listening, so that students can more easily understand pronunciation very

well.

2. For Students

Learning may take place anywhere, not just in schools; the objects

around us can also be used English subtitled movie as learning resources.

Outside of school, English subtitled movie is widely accessible, and

technological advancements make it easier for us to access anything on the

YouTube or internet. Therefore, it is suggested to students in English

courses that they make use of advances in technology to obtain materials

that may be utilized to expand understanding and comprehension. It is

suggested students is to choose a movie whose subtitles are not too fast so

that it is easier for students to listen the movies pronunciation well.

3. For Future Research

It is suggested for future research, if want researcher English

subtitled movie that research to choosing the Qualitative research (pre-

experimental or Quasi experimental).

 i

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jambi.Univesity of SultanThaha Saifuddin Jambi.
Widhi, D. R., Al Ghozali, M., Nasutio, B., Firmansyah, H., ...(2021).
Teori dan konsep dasar pedagogik. Cirebon, Indonesia:
Insania.
Yusmasari, D., & Bahar, A. (n.d.). Tutor Efforts in Improving
Learning Motivation Learning Package c in pkbm Bunga
Tanjung Desa Tanjung Rambutan Kecamatan Kampar. 3, 6.
 iv

APPENDICES
 v

APPENDICES
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Appendix A: Letters

Appendix B: Research Instruments

A. Interview guideline
1. How do you feel learning pronunciation in English using
subtitle movie?

2. Does watching movie with subtitle make your pronunciation

more understandable and can pronunciation? Please explain!
3. What interesting things did you find during the process of
learning English using subtitle movie?
4. What advantages have you faced in using English subtitled
movies to improve your pronunciation?
5. Would you recommend using English subtitled movies as a
way to improve pronunciation to other English language
learners? Why or why not?
6. What are the disadvantages in learning pronunciation using
subtitled movie, please explain!

B. Observation Field-notes

Observation Field-notes

Duration : Time:
Meeting:
Group: Date:

Time Description Reflection

Appendix C: Collected Data

Transcript of interview

1. How do you feel learning pronunciation in English using

subtitle movie?
Students 1: I feel happy when I learn English pronunciation
using movies and subtitles because it makes me
understand pronunciation better faster.
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Students 2: When I learn pronunciation in English using

movies it makes me excited because using movies
makes me not sleepy in learning and makes me
understand pronunciation in English more quickly.

Students 3: I feel excited about learning pronunciation when

using movies because watching movies makes
me understand the pronunciation of a word more
quickly.

2. Does watching movie with subtitle make your pronunciation

more understandable and can pronunciation? Please explain!
Students 1: Yes, because watching movies with subtitles can
add insight and not sleepy.

Students 2: Maybe, because watching movies with subtitles

make it easier for me to read vocabulary through
subtitles and listen to the correct pronunciation
through the movies being played, so it makes it a
little easier for me to learn.

Students 3: Yes, of course because learning pronunciation

using subtitled movies makes me more enthusiastic
about learning.

3. What interesting things did you find during the process of

learning English using subtitle movie?
Students 1: I learned pronunciation using movies which is a
new things because so far, when I study I usually
use textbooks but when I learn using movies I
think it’s interesting thing.

Students 2: When I learn pronunciation using movies I can find

new vocabulary and watching movies also makes
me not sleepy when studying, so I think learning
using movies is an interesting things.

Students 3: Learning the pronunciation of through movies also

very fun for me because I can see pictures and
audio and that makes us not sleepy when studying.

4. What advantages have you faced in using English subtitled

movies to improve your pronunciation?
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Students 1: The advantages that I feel when learning

pronunciation using subtitled movie is that it is
easier for me to understand saying a word and
watching it also makes me more enthusiastic about
learning.

Students 2: The advantages that I get are that it’s easier to

understand the pronunciation of a word because the
movie that’s being played already has subtitles, so
it’s easier to read and pronounce according to what
you hear in the movie.

Students 3: The advantages that I feel by learning to use

subtitled movies makes it easier for me to
understand because I can see, understand and listen
to the correct pronunciation and various new
vocabulary that I get from watching movies.

5. Would you recommend using English subtitled movies as a

way to improve pronunciation to other English language
learners? Why or why not?
Students 1: Yes, of course I recommended it because learning
English pronunciation using subtitled movies make
me more enthusiastic about learning.

Students 2: Of course, I recommended it because learning

pronunciation using subtitled movies makes me
excited and I can develop my skills by practicing
my pronunciation in English correctly.

Students 3: Yes, of course I recommended it because learning

English pronunciation using subtitled movies can
indirectly increase my motivation and enthusiasm
for learning.

6. What are the disadvantages in learning pronunciation using

subtitled movie, please explain!

Students 1: The difficulty that I feel while learning

pronunciation using subtitled movies is that
sometimes there are unclear vocabulary because
sometimes the movies are played too fast so it
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makes it difficult for me to hear the pronunciation

of a word properly.

Students 2: Sometimes I have difficulty learning to use

subtitled movies because the movies I use for
learning are sometimes too fast to speak so it’s
difficult I feel is slightly less because the movies
being played already have subtitles.

Students 3: I had a little difficulty learning pronunciation using

movies because sometimes the movies were played
too fast so I couldn’t listen properly.
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Appendix D: Documentation

Research Documentation

1. The implementation of subtitled movies

2. The students wrote vocabulary while watching subtitled movies

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3. The students pronounce the vocabulary

4. The students to memorize the vocabulary

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5. The researcher did interview to the students

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BACHELOR THESIS

Submitted as a Fulfillment of the Requirements for the Bachelor Degree

(Sarjana Pendidikan) in English Education Program at the Tarbiyah Faculty

of IAIN Bone

By:
LISDAYANTI
Student Id. 882032019110

TARBIYAH FACULTY

STATE INSTITUTE OF ISLAMIC STUDIES

IAIN BONE

2023
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STATEMENT OF ORIGINALITY

This is to certify that to the best of my knowledge, the content of this

thesis entitled “Investigating challenges and opportunities of using English
subtitle movie in teaching pronunciation ” is my own work. This thesis has not
been submitted for any degree or other purposes. I certify that the intellectual
content of this thesis is the product of my own work and this is proven by the
result of plagiarism check attached in this thesis. Further, all the assistance
received in preparing this thesis and sources have been acknowledged.

Watampone, Agustus 2023

The Researcher,

Lisdayanti
Student Id.
882.032.019110

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APPROVAL SHEET

The consultants of Lisdayanti, Student Id 882.032.019110, the student of

English Education Program, Tarbiyah Faculty of IAIN Bone had carefully
examined and corrected the thesis on the title “Investigating challenges and
opportunities of using English subtitle movie in teaching pronunciation”, and
state that the thesis has met the requirements to become a scientific paper and
also it can be approved for submission to the final exam.

Watampone, 15 September 2023

Consultan I Consultan II

Herman Resyadi, S.Pd., MPd. LD. Dian Hidayat S., MPd.

NIP.199308242019031011 NIP. 199009042020121011

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ACKNOWLEDGEMENTS
‫الرحمن الرحيم الله بسم‬
‫آله وعلى والمرسلين األنبياء أشرف على والسالم والصالة‬
‫العالمين رب الحمدلله‬
‫أمابعد أجمعين وصحبه‬
In the name of Allah SWT, the most beneficent, the most merciful
Alhamdulillah, all praise and gratitude, the researcher goes to the presence of
Allah swt., who always given the researcher his mercy, blessing, and strength to
finish this research according to the planned time. Peace and salutation always be
upon the prophet Muhammad SAW, who was sent to this world to guide mankind
to the right path, his family, relatives, and all his followers.
The researcher realizes that this research cannot be completed without the
help and participation of all those who have been willing to provide support in the
form of prayers, motivation, and advice. Therefore, the researcher would like to
express his deepest gratitude to:

1. Beloved parents of researcher, Syamsuddin and Sanawia who has patiently

and sincerely cared for and raised him and always supported him.
2. Prof. Dr. Syahabuddin, M.Ag. as Chancellor of the State Islamic Institute
(IAIN) Bone.
3. Dr. Ishak, S.Pd., M.Pd. as Dean of the Tarbiyah Faculty of the Islamic
Institute of Religion State (IAIN) Bone.
4. Dr. Nirwana Darwis, SS., M.Pd as the Head of the Department of English
Education, his motivation and great contribution.
5. Herman Resyadi, S.Pd., M.Pd. as the first supervisor who has guided,
motivated and supported researcher in completing the manuscript, for their
time, valuable guidance, assistance, corrections, suggestions, and kindness
during completing this thesis.
6. LD. Dian Hidayat S., M.Pd. as the second supervisor who has guided,
motivated and supported researcher in completing this thesis, for their
time, valuable guidance, help, correction, advice, and kindness during
completing this thesis.
7. Highest appreciation to SMKS Agrobisnis, thank you for being allowed to
do research at school.
8. Mardaniah, S.Ag., S.Hum., M.Sc as Head of the IAIN Bone Library and
all staff who have provided and lent many references.
9. Best appreciation to Hera place who always provides motivation, advice,
support, assistance and prayers for the success of researchers.

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10. The highest appreciation, to all of researcher classmates (19.TBI.6),

brothers and sisters from other study programs that cannot be mentioned
here. Thank you for the friendship, kindness, togetherness and advice.
11. Family of researcher who always educate, support and pray for successful
researcher.
The researcher realizes that this manuscript is still the simplest. Remaining
errors are the researcher own. Therefore, constructive criticism and suggestions
will be highly appreciated.

Finally, willingly the researcher prays may be all our efforts are blessed by
Allah SWT. Aamiin.

Watampone, September 2023

Lisdayanti
Student Id. 882.032.019110

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LIST OF CONTENTS

COVER PAGE...………………………………………………………………….. i
TITLE PAGE ………………………………………………………………….… i
STATEMENT OF ORIGINALITY……. ……….…………………………….….ii
APPROVAL SHEET.………..……………...……………………………………iii
ACKNOWLEDGEMENTS……………..…………………………...……....… iv
LIST OF CONTENTS …...…………………………………………………....... vi
LIST OF TABLES ……………..………………………....…………..……. viii
LIST OF FIGURE ..………………………………………...……..………....... ix
ABSTRACT ………………………………………………….………...….....…...x
CHAPTER I INTRODUCTION
A. Background …………………………………...……………......1
B. Problems Identifications…………………………………….… 5
C. Research Scope…...…………...……………………….….........5
D. Research Question…………………………………....….….... 5
E. Research Objectives and Significances …………….….……....6
CHAPTER II LITERATURE REVIEW
B. Theoretical Review ……………………….………….…….......8
C. Review of Related Literature…………………........................ 15
D. Conceptual Framework………………………………...…….. 18
CHAPTER III RESEARCH METHOD
A. Research Type ………………………………………………...19
B. Research Approach ……………………………………….......19
C. Research Setting …………………………………..……........ 20
D. Research Focus ………………………………………….…...20
E. Sources of Data …………………………………………….....20
F. Techniques of Collecting Data …………………...…………. 21
G. Research Instruments …………………………………………22
H. Validity of Data …..……………………...……………..…… 25
I. Techniques of Data Analysis ……………......………………. 25

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CHAPTER IV FINDINGS AND DISCUSSION

A. Findings …………………..…………………………...…….. 20
B. Discussion ……………………………………………….……40
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ………………………………………………..…..43
B. Suggestion …………………………………..………………...43
BIBLIOGRAPHY …………………………………………...…………...…….. 48
APPENDICES……………………………………………………....……………49

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LIST OF TABLES

Table 3.1 The Variable of observation………..................................................... 23

Table 3.2 the variable of interview Question…………………………………….24

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LIST OF FIGURE

Figure 2.1 Conceptual Frameworks...................................................................... 18

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ABSTRACT
Name : Lisdayanti
Student Id. : 882032019110
Program Study : Tadris Bahasa Inggris
Title : Investigating Challenges and Opportunities of Using
Subtitled Movie in Teaching Pronunciation

The objectives of this research are to know the challenges and opportunities of
using subtitled movie in teaching pronunciation for senior high school. This
research is qualitative approach. The participants of this research were 19 students
of eleventh grade at SMKS Agrobisnis. In this research, the researcher used three
data collection instruments namely: observation, and interview. Data analysis
techniques were carried out in three stages, which are data reduction, data display,
and conclusion drawing. The findings of indicate that challenges of using subtitled
movies in teaching pronunciation is that students find difficulty because the film
is too fast so that students have difficulty listening to the pronunciation of a word
in the movies. While the opportunities use of subtitled movies as teaching
pronunciation indirectly has positive opportunities for students' interest and
motivation to learning English, because students feel very happy, interested,
excited, and active in participating in the learning process because they recognize
that they get an interesting and different learning experience from before.
Therefore, the use of movies can be used as a teaching medium in a fun audio and
visual context that can access anywhere with various types of movie choices to
improve their skills.

Keywords: challenges, opportunities, subtitled movie, pronunciation.

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