The Influence of Using Subtitled Films on Students’ Mastery of English Vocabulary of speak No Evil Film

Abstract

This study investigates the influence of using subtitled films on students’ mastery of English
vocabulary by using the film Speak No Evil as the learning medium. The research employed a
quantitative approach with a quasi-experimental design, involving two groups: an experimental
class that watched the film with English subtitles and a control class that watched the same film
without subtitles. A total of 72 eleventh-grade students of SMAN 3 Pemalang participated in the
study. Data were collected through pre-test and post-test vocabulary assessments. The results
indicated a significant improvement in the vocabulary mastery of students who watched the film
with subtitles, as shown by their higher post-test scores compared to the control group. Statistical
analysis using the independent t-test confirmed a significant difference between the two groups
(p < 0.05), demonstrating that subtitles facilitate better comprehension, word recognition, and
vocabulary retention. Meanwhile, the control group showed only a slight improvement in
vocabulary mastery. The findings suggest that subtitled films provide effective multimodal input
auditory and visual that enhances vocabulary learning more effectively than films without
subtitles. Therefore, the use of subtitled films is recommended as an engaging and supportive
medium for improving students’ English vocabulary mastery in EFL classrooms.