Andari Putri Masari, Defian Aditya Dewangga, Taufik Arochman

The Students Perception on The Use of English Movies in Learning Pronunciation

Introduction

The students perception on the use of english movies in learning pronunciation. Discover student perceptions on using English movies for pronunciation learning. A qualitative study reveals 92% agree movies effectively improve English pronunciation skills and vocabulary recall.

Abstract

The student view about learning English pronunciation on the use of movies fourth and sixth students on various campuses. This study was aiming to finding the perception about the student’s perspectives in the use of movie in learning English especially in pronunciation and found that watching movies can have a positive impact on students' English vocabulary pronunciation. The type of this research used qualitative research. The researchers used a questionnaire in the form of google form, to collect data from 28 students, which is distributed through online messages. The instrument provided "agree" and "disagree" options regarding the questions that have been given in the questionnaire link and some short entries. The finding showed that movie was effective in improving students' pronunciation ability. The number of percentages as much as 92% of students agree with the perception that by watching English movies it is easier to improve pronunciation skills.  Through, watching a movie can help students to easily remember how to read a vocabulary.

Review

This study investigates student perceptions regarding the use of English movies for learning pronunciation, a relevant topic given the increasing integration of multimedia in language education. The abstract clearly states the aim of finding student perspectives on this pedagogical tool and presents a key finding that watching movies can positively impact pronunciation, particularly vocabulary pronunciation. The research employed a qualitative approach using a Google Form questionnaire distributed to 28 students from "various campuses," culminating in a finding that 92% of students agree on the effectiveness of movies for improving pronunciation skills and remembering how to pronounce vocabulary. While the topic is pertinent, several aspects of the methodology and presentation require clarification. The abstract describes the research as "qualitative" but primarily reports a quantitative finding (92% agreement) using "agree" and "disagree" options, suggesting a survey rather than a purely qualitative exploration of perceptions. Details regarding the "fourth and sixth students" are ambiguous and need precise definition (e.g., year level, semester). The small sample size of 28 students, even from "various campuses," limits the generalizability of the findings and necessitates a more robust justification or acknowledgment as a limitation. Furthermore, while the instrument included "short entries," the abstract does not elaborate on how these qualitative data were analyzed or how they contributed to the presented conclusions, leaving a gap between the stated qualitative methodology and the reported outcomes. For future consideration and to enhance the clarity and rigor of the paper, a thorough revision of the abstract's language and grammar is strongly recommended, as current phrasing occasionally hinders understanding. The researchers should clearly delineate whether the study is qualitative, quantitative, or mixed-methods, aligning the methodology, data collection, and analysis with the presented results. Expanding on the specific advantages of movies beyond merely "remembering how to read a vocabulary" – perhaps discussing exposure to natural speech, intonation patterns, or cultural context – would enrich the discussion. Finally, a more detailed account of participant demographics and the specific criteria for "various campuses" would strengthen the study's contextual foundation.

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