Students' Perception on Using English Language Fantasy Movies to Enhance Vocabulary Mastery in English Education
DOI:
https://doi.org/10.57176/jn.v5i1.193Keywords:
English movies, students' perception, vocabulary masteryAbstract
Penelitian kualitatif studi kasus ini mengkaji persepsi mahasiswa terhadap penggunaan film berbahasa Inggris untuk akuisisi kosakata. Data dikumpulkan melalui wawancara semi-terstruktur dengan empat mahasiswa Program Studi Pendidikan Bahasa Inggris di Universitas Palangka Raya yang memiliki kebiasaan menonton film berbahasa Inggris. Data kemudian dianalisis secara tematik, yang menghasilkan lima tema utama: (1) pengalaman pertama dengan film fantasi berbahasa Inggris, (2) manfaat yang dirasakan, (3) efektivitas akuisisi kosakata, (4) teknik pembelajaran, dan (5) integrasi film ke dalam pendidikan formal. Temuan mengungkapkan bahwa film menyediakan input otentik dan multimodal yang mendukung pembelajaran kosakata, baik secara insidental maupun intensional. Keberhasilan pembelajar dipengaruhi oleh strategic engagement (keterlibatan strategis), seperti pencatatan, penggunaan kamus, penerjemah, dan refleksi. Durasi paparan terhadap bahasa juga menjadi faktor yang membedakan pembelajar pemula dini dan pemula terlambat. . Para partisipan menekankan bahwa bimbingan guru melalui kegiatan pre-, during-, dan post-viewing meningkatkan pemahaman, menopang (scaffold) akuisisi kosakata, serta mengatasi tantangan seperti dialog cepat atau subtitle yang tidak akurat. Studi ini memberikan bukti kualitatif yang mendukung Input Hypothesis Krashen dan Noticing Hypothesis Schmidt, dengan menunjukkan interaksi antara faktor kognitif dan afektif dalam pembelajaran berbasis film. Hasil ini menyoroti potensi pedagogis dari integrasi film berbahasa Inggris ke dalam pengajaran formal.Pendekatan yang terstruktur, menarik, dan berpusat pada pembelajar terbukti dapat mengoptimalkan penguasaan kosakata sekaligus menjaga motivasi dan paparan bahasa yang otentik. Untuk penelitian mendatang, disarankan menggunakan desain eksperimental atau longitudinal guna mengukur peningkatan yang terukur dan menyelidiki lebih lanjut mekanisme yang mendasari pembelajaran bahasa melalui media audiovisual.
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This qualitative case study investigates students’ perceptions of using English-language films for vocabulary acquisition. Data were collected through semi-structured interviews with four students from the English Education Study Program at the University of Palangka Raya who regularly watch English-language films. The data were then analysed thematically, resulting in five main themes: (1) first experiences with English fantasy films, (2) perceived benefits, (3) effectiveness of vocabulary acquisition, (4) learning techniques, and (5) integration of films into formal education. The findings reveal that films provide authentic and multimodal input that supports both incidental and intentional vocabulary learning. Learners’ success is influenced by strategic engagement, such as note-taking, dictionary use, translation, and reflection. The duration of language exposure also distinguishes early and late beginners. Participants emphasized that teacher guidance through pre-, during-, and post-viewing activities enhances comprehension, scaffolds vocabulary acquisition, and helps overcome challenges such as fast-paced dialogues or inaccurate subtitles. This study provides qualitative evidence supporting Krashen’s Input Hypothesis and Schmidt’s Noticing Hypothesis, demonstrating the interaction between cognitive and affective factors in film-based learning. The results highlight the pedagogical potential of integrating English-language films into formal instruction. A structured, engaging, and learner-cantered approach can optimize vocabulary mastery while maintaining motivation and exposure to authentic language. Future research is recommended to employ experimental or longitudinal designs to measure observable improvement and further explore the underlying mechanisms of language learning through audiovisual media.
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