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All Journal EDUPEDIA FOSTER: Journal of English Language Teaching
Sri Widodo
Universitas Muhammadiyah Purworejo
Education Languange, Linguistic, Communication & Media

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A Correlational Study on Subtitled Movie Watching and Vocabulary Mastery among EFL Students Muhammad Arif Musthofa; Sudar Sudar; Sri Widodo
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.434

Abstract

This study investigates the relationship between students’ habit of watching English movies with subtitles and their vocabulary mastery in an EFL context, addressing the limited evidence on how informal audiovisual exposure functions in natural learning settings. A quantitative correlational design was employed, involving 27 students selected through total sampling. Data were collected using a 20-item Likert-scale questionnaire to measure viewing habits (Cronbach’s ? = .763) and a 25-item multiple-choice vocabulary test to assess vocabulary mastery. The results revealed a positive but weak and statistically non-significant correlation (r = .115; p = .568), indicating that frequent exposure to subtitled movies is not a strong predictor of vocabulary mastery. These findings suggest that informal exposure alone may not lead to substantial vocabulary development without sufficient cognitive engagement. The study highlights the importance of learner involvement and supports the view that the effectiveness of audiovisual input depends on how learners process the input rather than the exposure itself. This study contributes to the understanding of informal language learning by emphasizing the gap between perceived and actual learning outcomes in natural contexts.
MARVEL MOVIE THUNDERBOLTS AS AN ENGLISH LANGUAGE LEARNING MEDIA : A SOCIAL PSYCHOLOGICAL ANALYSIS OF COMMUNICATIVE COMPETENCE DEVELOPMENT AND CHARACTER Reiky Anka Neval; Juwita Triana; Sri Widodo
EDUPEDIA Vol 10 No 2 (2026): Oktober
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v10i2.3693

Abstract

The purpose of this study is to examine the use of the movie Thunderbolts as a teaching tool for English, with an emphasis on character education principles and the growth of communicative competence from a social psychology standpoint. This study analyses conversation and situations in the movie using a qualitative descriptive method. By selecting pertinent dialogues that represent language functions and character values, the data was gathered using documentation procedures. The results show that the movie offers a variety of conversational expressions, including thoughts, recommendations, agreement and disagreement, and directions. Linguistic, sociolinguistics, discourse, and strategic competency are all enhanced by these terms. The movie also exemplifies a number of character education principles, including accountability, cooperation, integrity, empathy, bravery, and self-control,which are demonstrated by the choices and interactions of the characters. Additionally, the film's social psychological elements—such as group dynamics, conflict, and cooperation—support character development and language acquisition. Because it incorporates language use with social context and character education, the movie Thunderbolts can be regarded as an efficient and significant medium for teaching English.
Co-Authors Juwita Triana Muhammad Arif Musthofa Reiky Anka Neval Sudar Sudar