Garuda - Garba Rujukan Digital

THE USE OF ENGLISH SUBTITLES ON NETFLIX FOR LEARNING ENGLISH: PERCEPTIONS OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS AT SRIWIJAYA UNIVERSITY Sevati Sheyla Restu Putri; Zuraida Zuraida
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 7 No 2 (2025): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v7i2.1386

This study investigates students’ perceptions of using English subtitles on Netflix as a language learning strategy. The research focuses on how subtitles contribute to the development of English skills, the challenges encountered, and students’ suggestions for effective integration in learning. A mixed-method approach was employed, combining descriptive quantitative data from close-ended questionnaires with qualitative insights from open-ended responses. The participants comprised 41 sixth-semester students from the English Education Study Program at Sriwijaya University, selected through purposive sampling based on their active use of English subtitles on Netflix. Quantitative data were analyzed descriptively to identify patterns in perceptions, while qualitative responses were thematically analyzed. The findings indicate that students perceive significant benefits from using English subtitles, particularly in vocabulary enrichment, listening comprehension, pronunciation, grammar awareness, and exposure to authentic language use. However, challenges such as unfamiliar vocabulary, rapid subtitle speed, divided attention, variation in language styles, and occasional technical issues were also identified. Students’ motivations for using subtitles ranged from intentional language learning to casual entertainment, with many adopting a balanced approach that combines both purposes. Suggestions for maximizing the learning potential of subtitles included selecting appropriate content, integrating short clips into classroom activities, and using subtitles as a fun and engaging learning tool. The study concludes that English subtitles on Netflix serve as both an effective and enjoyable medium for language learning. Their integration into personal and classroom practices can enhance learners’ engagement, autonomy, and exposure to authentic English, thereby supporting long-term language acquisition.

Exploring collaborative scriptwriting and virtual drama performance: Enhancing English language education through technology integration Rita Inderawati; Eryansyah Eryansyah; Machdalena Vianty; Zuraida Zuraida; Rita Hayati; Muthmainnah Muthmainnah; Ermalati Putri
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35993

The present study elaborates on the process of collaborative scriptwriting for drama and the implementation of virtual platforms for theatrical performances. The qualitative design approach was used to provide a detailed explanation of how the virtual drama performance about The Spread of Islam in the 16th Century by Ratu Bagus Kuning was rehearsed and recorded. The subject of the study was 18 graduate school students who took the Appreciation and Literature Teaching course in a Graduate School of English Education at a state university in Indonesia. The data obtained from observation, interview, and documentation were analyzed by utilizing a thematic process. The result of the study reveals two main findings: it emphasizes innovative scriptwriting and video presentation in virtual educational drama, and it also shows the communication, cooperation, critical thinking, and creativity involved in writing drama scripts and performing virtually. The study highlights the process of collaborative drama script writing, focusing on Palembangs heroic tale of Ratu Bagus Kuning. Using the universitys LMS for dialogues, research, and creative collaboration, students prepared for a virtual drama performance. They paired up to draft scenes, actively applying 21st-century skills, such as critical thinking and creativity. Peer feedback and revisions improved script quality. Despite continuity issues and technical constraints, students showed resilience and adaptability. Rehearsals and the final virtual performance demonstrated their dedication and innovation. The integration of technology and cultural sensitivity highlighted virtual dramas transformative potential, emphasizing communication, collaboration, critical thinking, and creativity.

Pelatihan Penggunaan Culturally Responsive Teaching bagi Guru untuk Penguatan Pembelajaran Literasi Fiftinova Fiftinova; Sofendi Sofendi; Soni Mirizon; Eryansyah Eryansyah; Ismail Petrus; Zuraida Zuraida; Hariswan Putera Jaya; Alhenri Wijaya; Nova Lingga Pitaloka; Lianasari Lianasari; Yentri Anggeraini; Fitria Aprilia
Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) Vol 9, No 8 (2026): Volume 9 Nomor 8 (2026)
Publisher : Universitas Malahayati Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkpm.v9i8.26927

ABSTRAK Literasi merupakan kemampuan penting bagi siswa yang dapat menunjang keberhasilan belajar, pertumbuhan individu dan berkomunikasi. Sekolah berperan penting untuk berkontribusi pada upaya peningkatan kemampuan literasi siswa, dan salah satu caranya adalah dengan menerapkan pendekatan Culturally Responsive Teaching (CRT). Pelatihan ini bertujuan untuk meningkatkan pemahaman dan keterampilan guru dalam mengintegrasikan CRT pada pembelajaran literasi serta memfasilitasi guru mengembangkan materi berbasis budaya. Metode pelaksanaan adalah pendampingan teknis (Participatory Action Research), dengan 7 sesi luring/daring, evaluasi pre dan post survey, observasi dan dokumentasi tugas. Sebanyak 81,25% guru menunjukkan peningkatan kompetensi; seluruh materi ajar yang dihasilkan berada pada kategori baik hingga sangat baik. Pelatihan CRT berhasil meningkatkan pemahaman konseptual, keterampilan literasi berbasis budaya, dan kemampuan merancang materi ajar kontekstual bagi guru di Desa Tanjung Baru, Ogan Ilir. Kata Kunci: Literasi, Kemampuan Literasi, Pengajaran Literasi, Culturally Responsive Teaching. ABSTRACT Literacy is an important skill that can support students’ learning success, personal growth, and communication. Schools, alongside homes, play an important role in improving students’ literacy skills, and one way to do this is by implementing Culturally Responsive Teaching (CRT). This training aims to improve teachers’ understanding and skills in integrating CRT into literacy learning and facilitate teachers in developing culture-based materials. The implementation method is technical assistance (Participatory Action Research) with 7 face-to-face/online sessions, pre and post surveys, observation, and task documentation. 81.25% of teachers showed improved competence; all teaching materials produced were rated as good to excellent. CRT training successfully improved conceptual understanding, culture-based literacy skills, and contextual teaching material design abilities for teachers in Tanjung Baru Village, Ogan Ilir. Keywords: Training, Literacy Skills, Literacy Teaching, Culturally Responsive Teaching.

Students’ Perception on the Use of U-dictionary to Support Vocabulary Retention Halimathusadiah Halimathusadiah; Zuraida Zuraida
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/zdnyhx37

The purpose of this study was to find out the students’ perception on the use of U-Dictionary toward the vocabulary ability. In research, a well-structured research design is essential. The results of this study indicate that students' perceptions of the use of U-Dictionary were generally positive. The majority of respondents stated that U-Dictionary is effective in helping their vocabulary ability, especially because of features. Contextual features such as example sentences and synonyms play an important role in vocabulary retention. Accessibility was the main reason for using U-Dictionary. The app's ability to be used in offline mode was considered a major advantage, especially for students with limited internet access. U-Dictionary has a greater impact on their vocabulary ability and reading comprehension, but is less significant in developing overall speaking and writing skills. Preferably students can maximize to utilizing U-Dictionary not only as an instant translation tool, but also actively utilizing supporting features. Keywords: Students, Perception, U-Dictionary, Vocabulary

Students’ Perception on the Use of U-dictionary to Support Vocabulary Retention Halimathusadiah Halimathusadiah; Zuraida Zuraida
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 2 (2026): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/zdnyhx37

The purpose of this study was to find out the students’ perception on the use of U-Dictionary toward the vocabulary ability. In research, a well-structured research design is essential. The results of this study indicate that students' perceptions of the use of U-Dictionary were generally positive. The majority of respondents stated that U-Dictionary is effective in helping their vocabulary ability, especially because of features. Contextual features such as example sentences and synonyms play an important role in vocabulary retention. Accessibility was the main reason for using U-Dictionary. The app's ability to be used in offline mode was considered a major advantage, especially for students with limited internet access. U-Dictionary has a greater impact on their vocabulary ability and reading comprehension, but is less significant in developing overall speaking and writing skills. Preferably students can maximize to utilizing U-Dictionary not only as an instant translation tool, but also actively utilizing supporting features. Keywords: Students, Perception, U-Dictionary, Vocabulary

Title

Found 15 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 15 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 15 Documents
Search