CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter contains the problem and a brief introduction of the study

Background of the Study

Watching English movies helps the viewers especially students in

improving their English skills such as listening and speaking, as well as their

vocabulary. As stated by Tahir (2013), a persons vocabulary are words that are

familiar to one person and it develops as a person aged. It serves as a

fundamental tool for communication and acquiring knowledge.

Movies and television shows can provide with much more than

entertainment. English speaking versions with or without subtitles can be a

hugely valuable way to develop language skills in an enjoyable way. (Zozulak,

2016).

According to Donaghy (2014), for decades language teachers have

been using film in their classes and there are various reasons why films is an

excellent learning tool. First, it is more enjoyable and motivating. Second, it also

provides authentic language use in real situation outside the classroom and

lastly, it gives visual context.

However, an article from Bloomsberry International (2013), claims that it

is not a good idea to use English movies as a persons only method of learning.

Watching english movies to improve vocabulary has also its disadvantages, (1)

Slang that is presented in english language might not be correctly translated to

others native language. (2) There is no direct contact between the educator and
learner. (3) might be distracting (4) and educational part may take a small part

of the film.

Though it is more advisable to study at an English school. But, it is still

recommended to all English Language Student to watch films in english in their

free time for additional practice that students might not get in classroom.

(Bloomsberry International, 2013).

Objectives of the Study

The researcher aims to achieve the following in the end of the study.

General Objective:

● To determine the relationship between watching english movies to the

vocabulary of students.

Specific Objective:

● To know how effective english movies as a tool in learning english

language.

● To identify the positive effects of watching movies in learning english.

● To identify the negative effects of watching movies in learning english.

● To determine how important it is to expand students vocabulary.

Significance of the Study

The researcher aims for the study to be beneficial to the following:

Students, this study will give students ideas on how they can improve their

vocabulary and other english skills through watching english movies.

Teachers, this study will help teachers in guiding their students for an effective

learning involving their vocabulary and give them idea on the importance of

using videos in teaching.

People who watch english movies, this study will inform them the benefits

they can get if they continue to watch english movies

Future researchers, this study could serve as their reference in making their

research involving watching english movies and vocabulary and the result of

this research can give them additional knowledge.

Scope and delimitation

The focus of the study is to investigate the relationship between watching

english movies and vocabulary development of students. The respondents of

the study are the current grade 12 senior high school students of Lumil National

High School. From a total population of 142 students, 105 were used as a

sample in the survey. This research will also use descriptive correlational

design to describe the relationship of the said variables. It delimits that the study

may not be generalizable to other population or youth who no longer attend

school.

Hypothesis

The researcher articulate the following to guide the study

Null hypothesis: There is no significant relationship between watching english

movies to students vocabulary.

Alternative hypothesis: There is a relationship between watching english

movies to students vocabulary.

 CHAPTER II

REVIEW OF RELATED LITERATURE

 This chapter contains information from other people, articles, journal,

studies with the same topic.

Computer Hope( 2019), define movie as a moving graphics, pictures, or

text used to combine a steady stream of images used for entertainment,

education, or other uses.

According to Zazulak(2016) Movies and television shows can provide

with much more than just great entertainment. English-speaking versions with

or without subtitles can also be a hugely valuable way to develop your language

skills and vocabulary.

Tahir(2013) describe Vocabulary as a set of words within a language

that are familiar to that person. A vocabulary usually develops with age and

serves as a usual and fundamental tool for communication and acquiring

knowledge. Acquiring an extensive vocabulary is one of the largest challenges

in learning a second language. It may also refer to the words that must be

understood to communicate effectively. Educators often consider four types of

vocabulary: listening, speaking, reading, and writing. (1) Listening vocabulary

refers to the words we need to know to understand what we hear.(2) Speaking

vocabulary consists of the words we use when we speak. (3)Reading

vocabulary refers to the words we need to know to understand what we read.(4)

Writing vocabulary consists of the words we use in writing.(Reading Rockets)

Based from a survey made by Pearson English almost 58% of English

learners have already stated that they use film and television shows as study

aids to help them learn English. Listening to conversations between characters

and understanding their relationship is a great way to gain a new perspective

on English. The fast dialogue and use of slang may seem daunting but it will
help to get used to the natural flow and sounds of the language. It is also useful

to see facial expressions and hand gestures, as these will give you more

understanding of the conversation. And also, Subtitles are a great idea as you

can check on the meaning of a word or you can pause the movie and repeat a

sentence you would like to learn. In some countries, such as the Netherlands,

Scandinavia and Portugal, movies and television programmes in English are

subtitled.

General findings of several studies indicate that using subtitles and

captions when watching videos or TV programs is a powerful instructional tool

in relation to learning vocabulary and enhancing reading and listening

comprehension skills (Karakaş & Sariçoban, 2012).

Similarly, Yuksel and Tanriverdi (2009) maintain that most of the

research conducted in the field suggests that using subtitles and captions is

valuable in terms of improving the language skills.

Ziya(2018) also believes that watching english movies with subtitle

improves english Efficiency in various ways: First, It helps in learning the

Pronunciation of the words and to have a clearer picture of how a sentence is

formed.Second,Subtitles could be a great way to take English proficiency to

next level. It helps to understand things quickly, not to mention the Vocabulary

improvement. Yes, it is true that if you watch movies with subtitles, you are

definitely going to learn new words in English language. And lastly, If you are

using Subtitles in video file while watching it, this can also help you be good at

Grammar because, in most of the movies, it is kept in mind by the directors that

audience get the grammar-free experience.

 Rokni and Azzam (2014) stated that movies with English subtitles had a

significantly positive effect on the students' listening skill compared to the

movies with no subtitles. Students can listen to English being used in a very

natural way. Some actors and actress may speak too fast so that it is difficult

for students to understand what they are talking about, but it will be a perfect

way for students to listen to native speakers. Students can also listen to informal

English and slang words and phrases that they often do not find in books or

dictionaries.

Advantages and Disadvantages

As stated by Donaghy(2014), Language teachers have been using films

in their classes for decades, and there are a number of reasons why film is an

excellent teaching and learning tool:

● Learning from films is motivating and enjoyable. Motivation is one of

the most important factors in determining successful second-language

acquisition.

● Film provides authentic and varied language. Another benefit of

using film is that it provides a source of authentic and varied language.

Film provides students with examples of English used in ‘real’ situations

outside the classroom, particularly interactive language – the language

of real-life conversation.

● Film gives a visual context. The visuality of film makes it an invaluable

language teaching tool, enabling learners to understand more by

interpreting the language in a full visual context. Film assists the

learners’ comprehension by enabling them to listen to language

 exchanges and see such visual supports as facial expressions and

gestures simultaneously.

● Variety and flexibility. Film can bring variety and flexibility to the

language classroom by extending the range of teaching techniques and

resources, helping students to develop all four communicative skills.

Given the benefits of using movies in the language learning classroom,

there are still drawbacks. First, it takes long time to watch the movies so that

students may get bored. Using English movies in classroom will reduce

students time to do classroom activities such as writing or having discussion.

According to Mirvan (2013), a movie generally reduced active time into more

than an hour so that it would be a boring time for students to finish the movie

till the end.

In line with that Champoux and Robert (2007) stated that some students

might resist viewing English film with English subtitle since it takes more time

and effort to follow because they should read the subtitles and watch the scenes

at the same time. Second, students prefer watching actors or actresses to

focusing on the main instructional goal. Every student has their own favorite

actors and actress. When they watch a movie that was starred by their favorite

actors, they will focus on the actors, not on the main instructional goal. Students

will forget what the teacher asked before they watched the movie.

Also, Ying and Zhang (2012) enunciate that the students may be

attracted by the actors and actress of the movie and forgot the purpose and aim

of watching the movie. While they are watching the movie, they cannot pay

attention to their tasks.Third, fiction movies can make students think and

imagine something illogically.

 Sari and Sugandi (2015) conclude that to overcome the bad impacts of

movies, English teachers should consider some solutions such as teachers

should use short English movie to save time in learning, teachers should always

remind students the main instructional goal before and after watching the

movies, and teachers should select a good educational english movie.

Why Improving Vocabulary is important?

Stafford(2010) provide a list of benefits of having a good vocabulary:

● Communicate more effectively.

● Improves self-confidence.

● Improves self-esteem.

● Adds sophistication to speech.

● Better/more job offers.

● Improves people’s perception of you.

In connection to that she also stated that “This is one thing that good or

bad vocabulary has power over: You can be the smartest person on the planet,

but if you’re lacking in the area of good vocabulary, people will never see you

as an intelligent person. You can also be the dumbest person on earth, but if

you have good vocabulary; people will think you’re smart. It boils down to

perceptions, or misperceptions and a person’s command of language.The

majority of people aren’t out to impress you with their language skills, they just

enjoy having a good grasp on speech and using better words to convey or

clarify a message.”
 Vocabulary is of much important than grammar. It is to communicate

successfully with other people. Having a mastery over it improves all areas in

communication - listening,speaking, reading, writing, and the ability to

think.(Tahir, 2013).

Conceptual Framework

With subtitles

Vocabulary
Watching English
movies

Without subtitles

Figure 1. Conceptual Framework

This Conceptual frameworks shows the relationship of watching english

movies on the development of students vocabulary. This framework also

shows how english movies with and without subtitles as intervening variables

can affect in developing vocabulary of one person.

Definition of Terms

Vocabulary - may indeed refer to the collection of words known by an individual

or by a large group of people.

Language Skills - Skills relate to different aspects of using language; such as

listening, reading, writing or speaking.

Subtitles - captions displayed at the bottom of a movie or television screen that

translate or transcribe the dialogue or narrative.

Movies - also known as films, are a type of visual communication which uses

moving pictures and sound to tell stories or teach people something.

Informal language - is used when we're talking to friends, family or when we're

at a party.

Slang words - very informal language that is used esp. in speech by particular

groups of people and which sometimes includes words that are not polite
 CHAPTER III

METHODOLOGY

This chapter contains the research design used, the population and

sampling technique, research instrument, the data gathering procedure and the

statistical treatment of data used in the research

Research Design

This study is about the relationship of watching english movies and

students vocabulary development. The research will use descriptive

correlational design to describe the what relationship the two variables have.

According to CoarseHero descriptive correlational research design is a

scientific process that begins with describing variables and later examines

relationship among these variables.

Population and Sample of the Study

 The respondents of the study are the current Senior High School

students of Lumil National High School, specifically the grade 12 with a total

population of 142 students. Stratified Sampling Technique was used in

determining the respondents. In getting the sample size needed the researcher

uses Slovin’s Formula and come up with a sample of 105 students.

● Slovin’s Formula:

n=N÷(1+Ne²)

n = 142 ÷ (1 + (142)(0.05)² n=? e = margin of error

n = 142 ÷ (1+ 0.355) N = total population

n = 142÷ 1.355

n = 105

● Identifying the respondents using stratified Sampling technique

HUMSS 48 ÷ 142 = 0.34 x 105 = 36

ABM 38 ÷ 142 = 0.27 x 105 = 28

GAS 35 ÷ 142 = 0.25 x 105 = 26

TVL 21 ÷ 142 = 0.15 x105 = 15

Total 105
=

Research Instrument

A closed ended survey questionnaire was used as the main data

gathering instrument in this study. According to a SurveyBlog questionnaires

allow easy analysis of results. With built-in tools, it’s easy to analyze results

without a background in statistics or scientific research.The questionnaire were

adapted online in Google website from studies with the same topic for its

credibility and effectivity.

Data Gathering Procedure

8 The researcher prepared a letter approved by the Practical Research

adviser addressed to the principal of Lumil National High School as a

permission in conducting the survey.

The respondents of the study are the grade 12 senior high school

students. Questionnaire will be distributed among the respondents and the tally

of the results will use as an essential data in the research.This study uses cross

sectional data collection because the data were collected once at a particular

point of time.

Statistical Treatment of Data

The data gathered in this study was interpreted by the use of Chi-

Square and P Value. According to StatisticsSolutions Chi Square statistic is

commonly used for testing relationships between categorical variables while

The P-value is the probability that a chi-square statistic having 2 degrees of

freedom is more extreme than 19.58.The researcher used this to prove the

relationship between watching english movies and vocabulary development.

 Lumil National High School

Senior High School Department

In partial fulfillment in Practical Research 2

(Quantitative Research)

THE RELATIONSHIP OF WATCHING ENGLISH MOVIES TO THE

VOCABULARY DEVELOPMENT OF GRADE 12 SENIOR HIGH SCHOOL

STUDENTS OF LUMIL NATIONAL HIGH SCHOOL

Submitted by:

Chulipah, Mikaela B.

Mark Jonelle Mostoles

John Laurence Maala

Grade 12 - S. Lapidario
 Submitted to:

Ms. Liezl Porras

Date of Defense

August 5, 2019

Chapter 4

Results and Discussions

This chapter shall discuss the findings obtained from the survey

questionnaire. It shall discuss the characteristics of the respondents, the

relationship of watching english movies to the vocabulary development of

students and the results will provide the indication of rejection or confirmation

of the hypothesis which stated in chapter one. In order to simplify the

discussions, researcher provided tables that summarize the collective reactions

of the respondents. The study’s population is composed of the Grade 12 senior

high students of Lumil National High School S.Y. 2019-2020 with a sample size

of one hundred five(105).

Presentation of Data

Part 1

Table 1 Respondents answer for Question one

Question no.1 Do you understand the english movies that you watch ?

Respondent 4(Never) 3(Sometimes) 2(Often) 1(Always) Total

 s

Male 1 9 14 21 45

Female 1 21 18 20 60

Total 2 30 32 41 105

The total number of male and female students who answers question 1

with: Never ( total: 2), Sometimes ( total: 30), Often (total: 32), and Always(total:

41).This shows that out of 105 students, 41 of them clearly understands the

movie that they watch.

Analyzation of answers. (Using Chi-Square)

Table 1.1 (4) NEVER

Responden observed expected (observed - (observed - (observed -

ts expected) expected)^ expected)^
2 2/expected

Male 1 0.86 0.14 0.0196 0.02

Female 1 1.14 (-0.14) 0.0196 0.02

Table 1.2 (3) SOMETIMES

Responden observed expected (observed - (observed - (observed -

ts expected) expected)^ expected)^
2 2/expected

Male 9 12.86 (-3.86) 14.90 1.15

Female 21 17.14 3.86 14.90 0.87

Table 1.3 (2) OFTEN

Responden observed expected (observed - (observed - (observed -

ts expected) expected)^ expected)^
2 2/expected

Male 14 13.71 0.29 0.08 0.00

Female 18 18.29 (- 0.29) 0.08 0.00

Table 1.4 (1) ALWAYS

Responden Observed Expected (Observed - (observed - (observed -

ts Value Value expected) expected)^ expected)^
2 2/expected

Male 21 17.57 3.43 11.76 0.67

Female 20 23.43 (-3.43) 11.76 0.50

Total 3.23

For table 1.1 up to 1.4, As shown above for each table their are six columns

the first one for the respondents, the second and third one is for the observed value

and expected value, for the fourth one is the difference between observed value and

expected value. The difference between the two values will be multiply by itself for

the fifth column, then the product of it will be divided by the expected value, its

quotient will be on the sixth column. The quotient for each choices will be added, its

total which is 3.23 will be used later on in determining wether the hypothesis will be

accepted or rejected.

PART II

Table 2. Question no. 1 Do you enjoy watching English videos?

Respondents Yes No Total

Male 40 5 45

Female 48 12 60

Total 88 17 105
 A total of 88 students responded ‘Yes’ to the question while a total of

17 students responded ‘No’. This shows that majority of 88 students out of

105, enjoy watching english movies.

Analyzation of answers. (Using Chi-Square)

Table 2.1 : YES

Respondent observe expected (observed - (observed - (observed -
s d expected) expected)^ expected)^2/
2 expected

Male 40 37.71 2.29 5.24 0.14

Female 48 50.29 (-2.29) 5.24 0.10

Table 2.2: NO
Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ expected)^
2 2/expected

Male 5 7.28 (-2.29) 5.24 0.72

Female 12 9.71 2.29 5.24 0.54

Total 1.5

For table 2.1 and 2.2, The same p

Table 3. Question no. 2 How often do you watch English videos?

Respondent Always Sometimes Rarely Never Total

s

Male 9 31 4 1 45

Female 14 38 8 0 60

Total 23 69 12 1 105
 For question no. 2, 23 students answer ‘always’, 69 students answer

‘sometimes’, 12 students answer ‘rarely’ and 1 student answer ‘never’. This

table indicates that majority of students with total of 69 out of 105,watch

english videos occasionally.

Analyzation of answers. (Using Chi-Square)

Table 3.1 ALWAYS

Responden observed expected (observed - (observed - (observed -

ts expected) expected)^ expected)^
2 2/expected

Male 9 9.86 (-0.86) 0.74 0.08

Female 14 13.14 0.86 0.74 0.05

Table 3.2 SOMETIMES

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ expected)^
2 2/expected

Male 31 29.57 1.43 2.04 0.07

Female 38 39.43 (-1.43) 2.04 0.05

Table 3.3 RARELY

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ expected)^
2 2/expected

Male 4 5.14 (-1.14) 1.30 0.25

Female 8 6.86 1.14 1.30 0.19

Table 3.4 NEVER

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ expected)^
2 2/expected

Male 0 0.43 (- 0.43) 0.18 0.42

 Female 1 0.57 0.43 0.18 0.32

Total 1.43

Table 4. Question no. 3 Do you prefer videos with key words to facilitate vocabulary
acquisition?
Respondents Yes No Total

Male 30 15 45

Female 44 16 60

Total 74 31 105

For table 4, a total of 74 students responded ‘Yes’ for question 3 while 31

responded ‘No’. This table indicates that a majority of 74 students out of 105, prefer

videos or movies with key words/ subtitles to facilitate their vocabulary acquisition.

Analyzation of answers. (Using Chi-Square)

Table 4.1 YES

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 30 31.71 (-1.71) 2.92 0.09

Female 44 42.29 1.71 2.92 0.07

Table 4.2
Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 15 13.29 1.71 2.92 0.22

Female 16 17.71 (-1.71) 2.92 0.16

Total 0.54
Table 5. Question no. 4 Do you think that captioned videos help in:

Respondents Vocabulary Listening Enhancing all Total

Learning compreh pronunciation
ension

Male 9 11 2 23 45

Female 12 4 6 38 60

Total 21 15 8 61 105

This table 5, 21 respondents answers ‘Vocabulary learning’, 15 respondents

answer ‘Listening Comprehension’, 8 respondents answer ‘Enhancing pronunciation

‘while 61 respondents answers ‘All’ therefore this proves that captioned

videos/movies helps in three aspects such a Vocabulary Learning, Listening

Comprehension and Enhancing Pronunciation.

Analyzation of answers. (Using Chi-Square)

Table 5.1 Vocabulary Learning

Respondents observed expected (observed (observed (observed
- - -
expected) expected)^ uexpected)
2 ^2/expecte
d

Male 9 9 0 0 0

Female 12 12 0 0 0

Table 5.2 Listening Comprehension

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 11 6.43 4.57 20.88 3.25

Female 4 8.57 (-4.57) 20.88 2.44

Table 5.3 Enhancing Pronunciation

Responden observed expected (observed - (observed - (observed -

ts expected) expected)^ uexpected)
2 ^2/expected

Male 2 3.43 (-1.43) 2.04 0.59

Female 6 4.57 1.43 2.04 0.45

Table 5.4 All

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ unexpected
2 )^2/expecte
d

Male 23 26.14 (-3.14) 9.86 0.38

Female 38 34.86 3.14 9.86 0.28

Total 7.39
Table 6. Question 5. What are your difficulties when you watch an English video
without captions ?

Respondents Listening No problems Total

Comprehension

Male 33 12 45

Female 40 20 60

Total 73 32 105

For question no. 5 , a total of 73 students responded ‘Listening

Comprehension’ while 32 students responded to ‘ No problems at all’. This means

that majority of students find it hard to listen and comprehend a video /movie if it

does not have any captions.

Analyzation of answers. (Using Chi-Square)

Table 6.1 Listening Comprehension

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 33 31.29 1.71 2.92 0.09

Female 40 41.71 (-1.71) 2.92 0.07

Table 6.2 No Problems at all

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ unexpected
2 )^2/expecte
d

Male 12 13.71 (-1.71) 2.92 0.21

Female 20 18.29 1.71 2.92 0.16

Total 0.53
Table 7. Question 6. How much do you agree or disagree towards using captioned
videos in the classroom?

Respondents Agree Strongly Disagree Strongly neutral Total

Agree Disagree

Male 13 18 10 0 4 45

Female 24 20 6 1 9 60

Total 37 38 16 1 13 105

For question 6, A total of 37 students responded to “agree’, 38 students

responded to ‘Strongly Agree’, while 16 students ‘Disagree, only 1 responded to

‘Strongly Disagree’ and 13 responded to ‘Neutral’. This indicates that majority of

students Strongly Agree’s towards using captioned videos/ movies in the classroom

for better learning.

Analyzation of answers. (Using Chi-Square)

Table 7.1 Agree

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 13 15.86 (-2.86) 8.18 0.51

Female 24 21.14 2.86 8.18 0.39

Table 7.2 Strongly Agree

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 18 16.29 1.71 2.92 0.18

Female 20 21.71 (-1.71) 2.92 0.13

Table 7.3 DisAgree

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected
 Male 10 6.86 3.14 9.86 1.44

Female 6 9.14 (-3.14) 9.86 1.08

Table 7.4 Strongly DisAgree

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 0 0.42 (- 0.42) 0.18 0.43

Female 1 0.57 0.43 0.18 0.32

Table 7.5 Neutral

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 4 5.57 (-1.57) 2.46 0.44

Female 9 7.43 1.57 2.46 0.33

Total 5.25

Table 8. Question 7 What kinds of videos do you prefer to be taught with to enhance
your vocabulary mastery?

Respondents Movies Documentaries Videos with Total

specific
purposed

Male 30 12 3 45
 Female 35 12 13 60

Total 65 24 16 105

For question 7, a total of 65 students responded to ‘ Movies’, 24 Students

responded to ‘Documentaries’ and 16students responded to ‘ Videos with specific

purposed. Table 8 only indicates that students prefer the use of movies as a tool to

enhance once vocabulary mastery.

Analyzation of answers. (Using Chi-Square)

Table 8.1 Movies

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 30 27.86 2.14 4.58 0.16

Female 35 37.14 (-2.14) 4.58 0.12

Table 8.2 Documentaries

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 12 10.29 1.71 2.92 0.28

Female 12 13.71 (-1.71) 2.92 0.21

Table 8.3 Videos

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 3 6.86 (-3.86) 14.90 2.17

Female 13 9.14 3.86 14.90 1.63

Total 4.57
Table 9. Question 8. In your opinion what is better learning vocabulary from:

Respondents Captioned Videos Dictionary Total

Male 22 23 45

Female 33 27 60

Total 55 50 105

For question no. 8, a total of 55 students responded to’ captioned videos’

while 50 students responded to ‘ dictionary’. This table shows that majority of 55
students said that Captioned Videos is a better way of learning vocabulary than
dictionary.

Table 9.1 Captioned Videos

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ uexpected)
2 ^2/expected

Male 22 23.57 (-1.57) 2.46 0.10

Female 33 31.42 1.58 2.49 0.08

Table 9.2 Dictionary

Responden observed expected (observed - (observed - (observed -
ts expected) expected)^ unexpected
2 )^2/expecte
 d

Male 23 21.43 1.57 2.46 0.11

Female 27 28.57 (-1.57) 2.46 0.09

Total value 0.38

Testing Hypothesis

Table 10. Testing Hypothesis

No. of Degree of Significance P- value Total Result

Choices Freedom Level value

4 3 0.05 7.815 3.23 H₀ is Accepted

2 1 0.05 3.841 1.5 H₀ is Accepted

4 3 0.05 7.815 1.43 H₀ is Accepted

2 1 0.05 3.841 0.54 H₀ is Accepted

 4 3 0.05 7.815 7.39 H₀ is Accepted

2 1 0.05 3.841 0.53 H₀ is Accepted

5 4 0.05 9.488 5.25 H₀ is Accepted

3 2 0.05 5.991 4.57 H₀ is Accepted

2 1 0.05 3.841 0.38 H₀ is Accepted

Total Value < P value = H₀ is Accepted

Total Value > P value = H₀ is Rejected

Table 10, Shows how the hypothesis was tested using Chi-square. The

researcher used 0.05 as the significance level and the Degree of Freedom was

based on the Number of Choices, if there are 5 choices the degree of freedom

is 4, if there are 4 choices the degree of freedom is 3, so and so on. . The P-

Value came from the Chi-Square table. The Total Value is the sum of all

quotient per question, if the Total Value is less than the P-Value the Null

Hypothesis (H₀ ) is accepted, and if the Total Value is more than the P-Value

the Null hypothesis is rejected. And as shown in Table 10 for all the items the

total value is less than the P value and this means that the Null hypothesis (H₀ )

is accepted.
 Chapter 5

Summary, Conclusion and Recommendation

The study investigates about the relationship of Watching english

movies to the Vocabulary development of the grade 12 senior high students of

Lumil National High School.The researchers wanted to determine the

relationship between watching english movies to the vocabulary of students

;how effective english movies as a tool in learning english language; identify the

positive effects of watching movies in learning english; identify the negative

effects of watching movies in learning english and determine how important it

is to expand students vocabulary. The data was gathered through the use of

adopted survey questionnaire made by Ms. Selma Fadel to identify the

relationship of Watching English Videos to the Vocabulary acquisition of

Learners.

SUMMARY