Binge Learning: Using English Movies for

Humanities and Social Sciences

Student of Golden Olympus Colleges
to Learn English language
(Academic, English, English as a Foreign Language,
School, Humanities and Social Sciences student,
Learning English, School)

A Research Paper
Submitted to the Golden Olympus Colleges

In partial fulfillment
Of the requirements for the subject
(Practical Research 2)

Cacho, Crisha Mheyanne V.

Ventenilla, Bryce Armyan S.
Franco, Alicia Mae S.
Lahong, Maria Yuen M.

(Date)
December 2021
Region III - Central Luzon
Golden Olympus Colleges
San Vincente, Tarlac City
 INTRODUCTION

The English language’s usefulness is dictated by its ability to connect or have a common

ground when it comes to communication. In most modern countries, English is treated as a

subject so that the students can fully utilize the language as a launcher to get ahead of their

career. “Enhanced communication skills in English can result to not only an improved social life,

but also better job opportunities in the future. From job interviews to the actual professional

world, communication skills are very crucial, and being proficient in English means being able to

communicate clearly and effectively” (Davis, 2021).

In the context of the pandemic brought by the COVID - 19 virus. The main problem is the

lack of face to face setting, cutting the means for the students to learn in a social setting. “Social

interaction plays an important role in learning. Interacting with other people has proven to be

quite effective in assisting the learner to organize their thoughts, reflect on their

understanding, and find gaps in their reasoning. ” (Okita, 2012). With the lockdown, the

alternative is online classes further erasing face to face interactions. “Social interaction in

online learning allows students to share their ideas on various subjects with each other.

Student-led online discussions typically motivate deeper understanding as well as yield

interesting personal applications of course concepts and theories. A student could also share

struggles or triumphs with the course work on discussion board forums to obtain feedback,

suggestions, or praise from fellow classmates.” (Kwaske & Mclennan N.d.).

“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.

For example, a whole film or sequence can be used to practice listening and reading, and as a

model for speaking and writing.” (Donaghy, 2014). “Film provides students with examples of

English used in ‘real’ situations outside the classroom, particularly interactive language – the

language of real-life conversation. Film exposes students to natural expressions and the natural

flow of speech. If they are not living in an English-speaking environment, perhaps only film and

television can provide learners with this real-life language input.” (Donaghy, 2014). It helps set

and ground the setting where they can apply the English language giving them basis when or

how to use it in daily conversation, etc.

Golden Olympus Colleges students wanted to know, especially now that the world is

globalized and connected, to see if students can have another efficient way to learn English.

Movies and series have been a popular entertainment for all, especially students.
 “Visual media can be great for learning, and not just because it's engaging! From a

media literacy perspective, it's important for students of all ages to learn how to think critically

about different types of media -- including movies and videos. Just as students learn to read

and write, being media literate in today's world also demands that students can "read" visual

and video-based media. Every time you show a movie, TV show, or video in your classroom,

there are opportunities for this kind of learning to happen” (Goodspeed, 2021).

“In 2018 children and young people receive much of their education, information and

entertainment via still and moving images on screens – on mobile phones, notebooks, iPad, TVs

or cinema. Whilst it has always been accepted that being able to read and write was essential

to live life to the full as active citizens, never before has the need to be fully media literate too

been more important.” (Mumford, 2018). Catching the attention of students, film can be used

as an effective way to add additional knowledge. “65 percent of the general population are

visual learners, meaning they need to see information in order to retain it. Visuals add a

component to communication that written and verbal methods do not: speed. Studies have

shown that the brain can process images and videos 60,000 times faster than text, making

image-based communication remarkably valuable.” (Alexander, 2018).

Students arrive in universities with a lot of difficulties: Low comprehension, reading

slow, lack of vocabulary, being bad on grammar and the low level conversation skills (Zulfahmi

& Nikman, 2020). When students read with low comprehension, it gives them a hard time to
decipher the meaning of the sentence. “When kids don’t understand what they read, it affects

their ability to succeed in school. All subjects including science and math, require reading

comprehension. Even tests and exams require good reading comprehension which results in

low grades and poor test scores if a student has a poor reading comprehension” (Silbert, 2014).

Another difficulty students’ face is being a slow reader. Caused by the pandemic,

students lessened their time studying and reading, leaving no room to improve quickly. “It

seems that these students, in general, didn’t develop any reading skills during the spring –

growth stalled when schooling was interrupted and remained stagnant through the summer,”

(Domingue, 2020). Besides poor comprehension, being a slow reader can also affect the

confidence of the students. The ability or inability to read affects the success level of students in

every single subject. Therefore, when a child is not confident in reading, they have lower self-

esteem (Starke, 2020). In addition, students lacking in complex or basic vocabulary leaves them

open to misusing words and miscommunication and even making them open to poor writing.

Vocabulary plays an important role in language learning. And to add, it is also an essential skill

for learning to read, speak, write and listen. “Without sufficient vocabulary, people cannot

communicate and express their feeling both in form of spoken and written effectively. The

more people master vocabulary the more they can speak, write, read and listen as they want .”

(Romahtillah, 2015). Furthermore, it creates problems to the learners and halt their progress to

learn. “Low vocabulary knowledge poses severe problems to its learners, which consequently

impedes the learning of English language” (Alqahtani, 2015).

 While bad grammar is not a necessary a big issue, self-confidence is a hinder to the

students on the path to improvement. Those who does not show mastery over the language

are often shy and affects their learning. “Based on the findings of this study and many other

studies conducted on this issue, foreign – language teachers should consider academic self –

esteem as a powerful motivating force that can optimize language learning processes and more

importantly consider enhancing student self –esteem as one of the primary goals of language

education. However, the researchers do not claim the results obtained from this study are

absolutely” (Kalanzadeh & others 2013).

The purpose of the research is to see if English Movies can be a form or additive way to
learn English for the Humanities and Social Sciences of Golden Olympus Colleges. This paper will
attempt to highlight findings that address the following questions/objectives:

1. To see if there are correlation between watching English Movies and Learning from it.
2. To see if the students can acquire vocabulary from watching English Movies.
3. If the English movies can be a way of learning English language as a foreign language.
4. To identify if the students are learning English when watching English movies
 Methodology

Everything has a process. In the name of fairness and to remove incoming bias it is

essential for a research to go through a testing phase. There is a plethora of types of test fitted

for a genre of objective of a thesis. According to Albert (2014) “All lofty ideas aside, there is a

very practical reason why masters and doctoral students are expected to write theses and

dissertations: to learn (and prove that they have learned) the methods and theories involved in

conducting serious, rigorous, honest research in their disciplines.”

Quantitative method is used to address this research. In order to determine the

correlation when it comes to learning English with subtitles, vocabulary, etc... “In particular,

movies with subtitles can be a great tool in bringing students closer to authentic real life

communication vocabulary (Sadiku, 2018)” according to Putra (2014), movies or media can be

an effective tool for learning new vocabulary "There is no doubt that video technology

especially subtitled movies can be a powerful teaching tool to help students learn and acquire

new vocabulary". A 5-point Likert Scale questionnaire was employed in this study that rate as 5

Strongly Agree, 4 Agree, 3 Neutral, 2 Disagree, and 1 Strongly Disagree.

 This field of research is by no means unique. The questionnaire was employed. The

questionnaires were adopted and adapted from the similar studies including the study of

Roslim, and others published on July 2021 “Exploring Movies for Language Teaching and

Learning at the Tertiary Level”. Also in the study “The Impact of Using Movies on Learning

English Language at University of Halabja” of Tahir (2015). This also include some question in

“Using Movies in EFL Classrooms: A Study Conducted at the English Language Institute (ELI),

King Abdul-Aziz University” the study of Hassen and kabooha (2016). Lastly it was included the

study of Permatasari 2018 entitled “The Effectiveness of Movie Subtitle to Improve Reading

Comprehension”

This researchers used Golden Olympus Colleges Humanities and Social Sciences

Students as their respondents. The Researcher choose HUMSS students using the Purposive

Sampling because they see that they are the fitted population as a participant in this research

study. Due to the fact that HUMSS Students has a heavy emphasis in learning the English

language. “The social sciences focuses on subjects like economics, psychology, and history,

while the humanities explore philosophy, languages and literature, and the arts. Students

following this pathway develop strong communication and critical thinking skills, as well as an

understanding of cultural differences.” (Epps, 2020). The total population of HUMSS students is

… and the sample population who answered in this study have a count of 59 students that

divided into the 3 sections. The sections were Grade 12 Ptolemy, Grade 12 Philodemus, and

Grade 11 Aphrodite.
 In the name of efficiency, the data gathering procedure’s instrument was Google Forms.

Researchers used non face to face communication but rather, contacted respondents through

messaging apps. There were 59 respondents, divided by 28 (47.5%) male and 31(52.5%)

female. Each answered with a Likert scale taken from “Exploring Movies for Language Teaching

and Learning at the Tertiary Level scaling” published on July, 2021. From “strongly agree”,

“neutral”, and to, “strongly disagree”. Users are able to assess themselves and answer

according to their experience. The researchers provide a total of 31 questions divided into sub

topics.

Questions are not made by the own researchers. But taken from other similar studies.

Each are divided in a category like, general, subtitles, language, classroom setting. This is to

make the question form organize and easy to read. Furthermore, it also makes it easier to see

the correlation in a specific part of the study. To also clarify what the researchers are aiming

for, which is to see if English movies can be an additive of way of learning English.

In order to track the users and respondents, researchers made a messenger group chat

with the population of HUMSS students of GOC. It turned to be an efficient and convenient way

because they reach their target goal sample to the population in about 2 days. It was sent in

November 18, 2021 and reached the target at November 19, 2021.
 The accuracy of the data in this research was measured by the spearman rank

correlation as a statistical treatment. Using the formula below:

6∑ D
2
Sr=1 − 3
n −n

Where:

N = number of pairs

∑ D 2 = summation of the square of the difference of two score

The Classification of Validity Question

Sr Value Strength of

relationship

Sr < 0.30 Very weak

relationship

0.30<Sr<0.50 Weak relationship

0.50<Sr<0.70 Moderate

relationship

Sr >0.70 Strong relationship

This table help the researchers to see if what kind of relationship each question have to the

sample population in this study.

Result and Data analysis

In order to determine if English movies help the students in learning English Language,
the participants were asked to answer a google form. The researchers used the spearman
correlation to compute the data percentage. Below are findings of the data collected in the
survey that shows if the English movie help the students in their vocabulary, reading skills and
in learning English Language.

General Section

Figure 1

In table figure 1, it was found that 50.85% strongly agreed and 35.65% agreed that students
enjoy watching movies. Only 13.6% answered neutral. In spearman correlation the results of
the data suggested that there is a strong relationship in the statement number 1. That the
HUMSS students enjoys watching English movies.

Figure 2
In the table figure 2, it was found that the students answered 45.8% strongly agree, 42.4%
agreed and 10.2% answered neutral that they have learned some English by watching English
movies. Only 1.7% of the sample population disagreed. In spearman correlation the results of
the data suggested there is a strong relationship in the statement number 2. Which they have
learned some English by watching English movies.
Figure 3

In the table figure 3, it was found that 49.2% agreed and 25.4% strongly agreed of the
respondent that they enjoy using English movies to learn English. Only 23.7% answered neutral.
In spearman correlation the result of the data show that it have strong relationship in the
statement number 3 that they enjoy using English movies to learn English.
 Figure 4

In the table figure 4, it was found that there 52.5% agreed and 32.2% strongly agreed of the
student that they find it interesting to learn English using English movie. Only 15.3% answered
neutral. In spearman correlation the result of the data suggested that there is a strong
relationship in the statement number 4. That the HUMSS students find it interesting to learn
English using English movie.
Figure 5

In the table figure 5, it was found that the 45.8% of the students agreed, 27.1% strongly agreed
and 22% answered neutral. Only 5.1% disagreed. In spearman correlation the results data
suggest that there is moderate relationship in the statement number 5. Shows that there is
significant correlation that watching English movies motivates me to learn English.
 Figure 6

In the table figure 6, it was found that 49.2% agreed, 45.8% of the students strongly agreed that
they have learned some English words by watching English movies. Only 5.1% answered
neutral. It show strong relationship in computing using the spearman correlation on the
statement number 6 that they have learned some English words by watching English movies.

Figure 7

In the table figure 7, it was found that 39% agreed, 28.8% answered neutral and 20.3% of the
students strongly agreed that watching English movies improve their writing skills. Only 5.1%
disagreed. In spearman correlation the results data suggest that there is weak relationship in
the statement number 7. Implies that English movie have a low potential to improve students
writing skills.
 Figure 8

In the table figure 8, it was found that 47.5% agreed, 27.1 of the sample population strongly
agreed and 20.8 answered neutral that watching English movie help them to think clearer on
what appropriate word to use. Only 1.7% disagreed. It show strong relationship in computing
using the spearman correlation on the statement number 8. Show that watching English movies
help them to think clearer on what appropriate word to use.

Figure 9

In the table figure 9, it was found that 48.8% agreed, 22% strongly agreed and 27.1% of the
students answered neutral. 3.4% disagreed. In spearman correlation the results data suggest
that there is moderate relationship in the statement number 9. That watching English movies
helps me to learn English faster than other ways.
Subtitle Section

Figure 10

In the table figure 10, it was found that 57.65 of the student strongly agreed, 39% agreed that
the subtitles help them to understand the English movie clearer. Only 3.4% answered neutral. It
show strong relationship in computing using the spearman correlation on the statement
number 10 that the subtitles help them to understand the English movie clearer.

Figure 11

In the table figure 11, it was found that 52.5% strongly agreed and 42, 4% agreed that the use
of English movie subtitle makes it easy for them to understand text reading. Only 5.2% of the
student answered neutral. In spearman correlation the results data suggest that there is strong
relationship in the statement number 11 that English movie subtitle makes it easy for them to
understand text reading.
 Figure 12

In the table figure 12, it was found that 47.5% agreed, 22.8% strongly agreed and 22%
answered neutral. Only 1.7% of the students disagreed. In spearman correlation the results
data suggest that there is moderate correlation in the statement number 12.

Figure 13

In the table figure 13, it was found that 50.8% agreed, 30.5% strongly agreed and 16.9% of the
student answered neutral in that they learn and expand their vocabulary when it comes to
speaking with English movie subtitles. Only 1.7% disagreed. It show strong correlation in
computing using the spearman correlation on the statement number 13.

Figure 14
In the table figure 14, it was found that 47.55 strongly agreed, 39% agreed and 10.2% answered
neutral that they learn new words using English movie subtitle as a reading method. Only 3.4%
of the students disagreed. In spearman correlation the results data suggest that there is a
strong correlation in the statement number 14.

Figure 15

In the table figure 15, it was found that 37.3% of the students agreed, 39% strongly agreed and
20.3% answered neutral. 1.7% disagreed. It show strong correlation in computing using the
spearman correlation on the statement number 15.
 Figure 16

In the table figure 16, it was found that 42.4% agreed, 30.5% strongly agreed and 22% of the
students answered neutral that they learn to read using English Movie Subtitle motivates them
to more actively read. Only 3.4% disagreed. In spearman correlation the results data suggest
that there is a strong correlation in the statement number 16.

Figure 17

In the table figure 17, it was found that 39% agreed, 30.5% strongly agreed and 25.7% of the
students answered neutral. 3.4% disagreed. In spearman correlation the results data suggest
that there is a moderate correlation in the statement number 17.

Figure 18
In the table figure 18, it was found that 40.7% of the students answered neutral, 32.25%
agreed32.2 and 10.2% strongly agreed that without the subtitle, they would not be able to
acquire new vocabulary. Only 15.3 disagreed and 1.7% strongly disagreed. It show strong
correlation in computing using the spearman correlation on the statement number 18.

Figure 19

In the table figure 19, 49.2% it was found that agreed, 37.3 strongly agreed and 11.9 of the
students answered neutral that watching English movies has beneficial effect on learning the
English. Only 1.7% disagreed. It show strong correlation in computing using the spearman
correlation on the statement number 19.

Figure 20
In the table figure 20, it was found that 49.2% of the students agreed, 37.3 strongly agreed and
11.9% answered neutral that they can prove their language while watching the English movies.
Only 3.4% strongly disagreed. In spearman correlation the results data suggest that there is a
strong correlation in the statement number 20.

Figure 21

In the table figure 21, it was found that 47.5% agreed, 37.3% and 13.6% students answered
neutral 13.6% that watching movies in English has a beneficial effect on improving their English
language. Only 1.7% strongly disagreed. In spearman correlation the results data suggest that
there is a strong correlation in the statement number 21.
 Figure 22

In the table figure 22, it was found that 55.9% agreed and 33.9% students strongly agreed that
they learn how to pronounce the English words from the English movies. Only 10.2% answered
neutral. In spearman correlation the results data suggest that there is a strong correlation in the
statement number 22.

Figure 23

In the table figure 23, it was found that 40.7% agreed, 21.1% strongly agreed and 32.2% of the
students answered neutral. It show strong correlation in computing using the spearman
correlation on the statement number 23.

Figure 24
In the table figure 24, it was found that 45.8% agreed, 32.2% answered neutral and 11.9% of
the students strongly agreed that English movies improves their communication skills. Only
8.5% disagreed. It show strong correlation in computing using the spearman correlation on the
statement number 24.

Figure 25

In the table figure 25, it was found that 44.1% agreed, 30.5% answered neutral and 15.3%
strongly agreed that they often use words and sentences from the English movies in their daily
conversation. Only 13.6% of the students disagreed and 15.1% strong disagreed. In spearman
correlation the results data suggest that there is a strong correlation in the statement number
25.

Figure 26
In the table figure 26, it was found that 27.1% agreed, 15.3% strongly agreed and 39%
answered neutral. 13.6% disagreed. It show strong correlation in computing using the
spearman correlation on the statement number 26.

Figure 27

In the table figure 27, it was found that 37.3% agreed, 33.9% answered neutral and 16.9
strongly agreed that they often imitate the way native speakers speak in English movies to
improve their speaking. Only 3.4% strongly disagreed. It show strong correlation in computing
using the spearman correlation on the statement number 27.

Figure 28
In the table figure 28, it was found that 40.7% agreed, 13.3% strongly agreed and 30.5%
answered neutral. 10.2% disagreed. In spearman correlation the results data suggest that there
is a weak correlation in the statement number 28.

Figure 29

In the table figure 29, it was found that 39% agreed, 8.5% strongly agreed and 37.3% answered
neutral. 10.2% disagreed. It show weak correlation in computing using the spearman
correlation on the statement number 29.

Figure 30
In the table figure 30, it was found that 39% agreed, 40.7% neutral and 13.6% strongly agreed
that students are interested in learning English and participating in classroom discussion if the
teacher uses English movies as teaching materials. Only 5.1% of the students disagreed. It show
strong correlation in computing using the spearman correlation on the statement number 30.

Figure 31

In the table figure 31, it was found that 39% answered neutral, 35.6 agreed and 20.3% strongly
agreed that agreed that English teacher should use more English movie viewing activities in the
classroom to help students improve their language skills. In spearman correlation the results
data suggest that there is a strong correlation in the statement number 28.
The Summary of Tallying of the Data

1.General Questions 1 The students enjoy watching movies as it shows to

that SR value shows the value of 1 which indicates
strong relationship.

The students have learned some English by watching

2 English movie as it shows to that SR value shows the
value of 0.77 which indicates strong relationship.

3 The students enjoy using English movies to learn

English as it shows to that SR value shows the value
of 0.77 which indicates strong relationship.

4 The students find it interesting to learn English using

English movie as it shows to that SR value shows the
value of 1which indicates strong relationship.

5 Watching English movies motivates the students to

learn English as it shows to that SR value shows the
value of 0.62 which indicates moderate relationship.

6 The students have learned some English words by

watching English movies as it shows to that SR value
shows the value of 0.87 which indicates strong
relationship.

7 Watching English movies improve the students

writing skills as it shows to that SR value shows the
value of 0.31 which indicates weak relationship

8
Watching English movie help the students to think clearer
on what appropriate word to use as it shows to that SR
value shows the value of 0.77 which indicates strong
relationship.

9 Watching English movies helps the students to learn

 English language faster than other ways as it shows
to that SR value shows the value of 0.57 which
indicates moderate relationship.

1 The subtitles help the students to understand the English

2. Subtitle movie clearer as it shows to that SR value shows the
value of 0.89 which indicates strong relationship.

2 The use of English movie subtitle makes it easy for

students to understand text reading as it shows to that SR
value shows the value of 1 which indicates strong
relationship.

3 Watching English movie improve the student’s

vocabulary acquisition as it shows to that SR value shows
the value of 0.57 which indicates moderate relationship.

4 The students learn and expand their vocabulary when it

comes to speaking with English movie subtitles as it
shows to that SR value shows the value of 0.87 which
indicates strong relationship.

5 The students learn new words using English movie

subtitle as a reading method as it shows to that SR value
shows the value of 0.87 which indicates strong
relationship.

6 Watching English movie improve the students reading

skills as it shows to that SR value shows the value of 0.7
which indicates strong relationship.

7
Learning to read using English Movie Subtitle motivates
the students to more actively read as it shows to that SR
value shows the value of 0.77 which indicates strong
 relationship.

8 Learning to read using subtitle movie helps the students

in learning as it shows to that SR value shows the value of
0.57 which indicates moderate relationship.

9
Without the subtitle, I would not be able to acquire new
vocabulary as it shows to that SR value shows the value
of 0.77 which indicates strong relationship.

3.Language 1 Watching English movies has beneficial effect on

learning the English as it shows to that SR value
shows the value of 0.87 which indicates strong
relationship.

2 The students can improve their language while

watching the English movies as it shows to that SR
value shows the value of 0.87 which indicates strong
relationship.

3 Watching movies in English has a beneficial effect on

improving the students English language as it shows
to that SR value shows the value of 0.77 which
indicates strong relationship.

4 The students learn how to pronounce the English

words from the English movies as it shows to that SR
value shows the value of 1 which indicates strong
relationship.

5 Watching movies in English improves the students

English oral skills as it shows to that SR value shows
 the value of 0.7 which indicates strong relationship.

6 English movies improves the students

communication skills as it shows to that SR value
shows the value of 0.77 which indicates strong
relationship.

7
The dialogue in English movies can used in daily life
as it shows to that SR value shows the value of
which indicates strong relationship.

The students often use words and sentences from

8 the English movies in their daily conversation
as it shows to that SR value shows the value of 0.9
which indicates strong relationship.

9 The students often imitate the way native speakers

speak in English movies to improve their speaking as
it shows to that SR value shows the value of 1 which
indicates strong relationship.

10 Watching English movie improves the students

social skills as it shows to that SR value shows the
value of 0.46 which indicates weak relationship.

4. Class room setting The students find learning English via movies
1. motivates them to participate in class discussion as it
shows to that SR value shows the value of 0.47 which
indicates weak relationship.

2. The students are interested in learning English and

 participating in classroom discussion if the teacher
uses English movies as teaching materials as it shows
to that SR value shows the value of 0.82 which
indicates weak relationship.

3. English teacher should use more English movie

viewing activities in the classroom to help students
improve their language skills as it shows to that SR
value shows the value of 0.87 which indicates weak
relationship.

Discussion

This research aims to seek a correlation between learning English and students watching

English movies. Furthermore, if it can be used as an alternative and additive way of learning.

Divided into type like, general, subtitles, language, classroom setting.

One of the major findings is. On question number 13, “I learn and expand my vocabulary

when it comes to speaking with English movies subtitles” 30.5% and 50.8% of Humanities and

Social Sciences students “strongly agreed” and “agreed” respectively. This means, 81.3% of

HUMSS student concur on the statement. Moreover, students are inclined to use and expand

their vocabulary by reading subtitles on the screen. To add, on question number 25 “The

dialogue in the movies can be used in daily life” 44.1% agreed and 15.3% strongly agreed. This

implies, that movie dialogues can be used in daily life, in casual conversations, references, etc.

“I enjoy using English movies to learn English”. This is on question number 3. In total,

74.6% of HUMSS student enjoyed watching English movies with the benefit of learning. To

prove that students in fact learn, on question number 2 it is stated “I have learned some English
by watching English movies”. A grand number of 88.2% of HUMSS student “agreed” and

“strongly agreed”.

With question 10, “The subtitles help me to understand the English movie clearer”

students agreed that they understand the movies more by the help of the subtitle. To make it

more accurate 57.6% and 39% from HUMSS students approves and support that subtitles give

them this benefit.

On question number 19 “Most students agreed that they benefit from watching English

movies”. However, in what degree or department? Backed by the data research, researchers

inquire that most students in the “subtitle” department mostly agreed from gaining benefit

from it. To elaborate, most students “strongly agreed” and “agreed” from the questionnaires,

like on question number 10 “The subtitles help me to understand the English movie clearer” a

whopping total of 96.6% agreed to this remark. Another example, is 69.5% of respondents

“strongly agreed” to “agree” to question number 17 “Learning to read using subtitle movie

helps me in learning”. HUMSS students mostly are in favor of the benefits of subtitle showing

no weak or very weak relationship in this category. Another thing students benefited from is,

vocabulary. Over the three questions related, two have a strong relationship while only one is

moderate. This means most students see themselves learning and acquire more vocabulary

when they watch English movies.

 Unfortunately, when it comes to social skills, students usually disagree or neutral when

it comes to remarks, on question number 28 “Watching English movies improves my social

6 ∑ D2
skills” using this formula Sr=1 − it is found out that it has a weak relationship. Sadly, it
n3 − n

also doesn’t help when it comes to class participation on question number 29 “I find learning

English via movies motivates me to participate in class discussion”. Using the same formula, it

also has a weak relationship. It doesn’t contribute or motivate student to be more active in

their classes.

One of the findings is, on questions 22 "I learn how to pronounce the English words

from the English movies." 33.9% and 55.9% of Humanities and Social Sciences students

“strongly agreed” and “agreed” therefore 89.9% of the students are learning how to pronounce

by the help of English movies. Half of the respondents agreed that they know how to

pronounce properly the word through movies. It means that they are truly learn by watching

English movies. In question 2, 45.8% strongly agreed and 42.4% agreed most of the students

are agreeing that they are learning. There’s strong relationship between these two questions.

When it comes to the language, it has 10 questions. To elaborate, language pertains

when students use it. Furthermore, it also means how they pronounce words, oral skills,

communication skills, and in daily conversation. Most students agree that they use Native

English speaker as a reference when they try to pronounce an English word. In the 10
questions, 9 has strong relationship with 1 weak relationship. Ultimately confirming the amount

of help English movie contributes when it comes to using the language in general.

Unfortunately the weak relationship is about social skills. There are 13.6% of student who

strongly agree, in agree 40.7%. Meanwhile, on neutral is 30.5%. Lastly, 10.2% and 5.1% disagree

and strongly disagree respectively

Majority of students’ language that subtitles gives them a ton of benefits. With 10

questions, 9/10 has strong relationship with 1 weak relationship. Afterwards, Subtitles is second

with 9 questions. 7 of those are strong, 2 are moderate, with no weak relationship. Followed by

the “general questions”, with the same number of questions (9). However, 6 have strong

relationships, with the same number of 2 moderate relationship, with 1 weak relationship.

Unfortunately, in “classroom setting” it only has 3 questions. Nevertheless, it has some

potential, with 2 strong relationship and only 1 weak relation. If expanded, can be justified as a

reliable data.

The HUMSS students of Golden Olympus Colleges is enjoying watching English movies as

out of 100 percent of the sample population 86.4 % of them "strongly agree" and "agreed" on

question number one "I enjoy watching English movies" where students will not watch English

movies if they are not into it. Other than that based on the data that the researcher gathered

32.2 “strongly agreed” and 52. 2 of them “agreed” and 15.3 answered neutral that complete

100 percentage that a HUMSS students find English movies interesting to learn English. As
stated at the question 4 “I find it interesting to learn English using English movie.” As the

students enjoy watching English movies it caught their attention where they find it is not just

enjoying to spend some time but also an interesting one to gain knowledge.

The English movies also become a way to motivate the students to learn English as it

show a moderate correlation in computing the data using a spearman correlation formula.

Where 72.9% of them “strongly agreed” and “agreed” on the question number 5 “Watching

English movies motivates me to learn English.” While 22% of them answered “neutral” and only

5.1% “disagreed” it show that the English movies have a potential to not just become form

entertainment but it can also influenced the students to be motivated to learn English.

As the HUMSS students of GOC become interested and motivated to learn English by

the English movies as they enjoy watching it, in fact based on the data of the researchers they

are cannot just enjoy watching it but can also “enjoy using English movies to learn English” as it

show a strong relationship where 25. 4% “strongly agreed” and 49.2% “agreed” while 23.7%

answered “neutral”. Enjoying while learning can be a foundation for the HUMSS students of

Golden Olympus Colleges to actually learn English by English movie they are watching.

English Movies has a potential to be an additive way of learning as it shows on the data

that the researchers gathered in question number 6 “I have learned some English words by
watching English movies.” Shows a strong correlation as 95% of the sample population have

“strongly agreed” and “agreed” about it. The data also shows some form of learning the

students get while watching English movies.

In terms of language English Movies can also improves the HUMSS students’ language as

they watch English Movies. Supported with the question number 20 “I can improve my

language while watching the English movies” as it gathered 84.8% “strongly agreed” and

“agreed” and only 11.9% answered “Neutral” while the other 8.5% “strongly disagreed”. They

can improve by it as they hear the correct pronunciation of the words they encounter.

In addition based on the question number 24 “English movies improves my

communication skills.” Where in 57.7% agreeing that it helps in terms of improving their

communication skills as they applied it in real time. Backup with the data on the question

number 26 “I often use words and sentences from the English movies in my daily conversation.”

As 42.4% strongly agreed and agreed that they often use words and sentences from the English

movies they watched in their daily life conversation with other people. Which concludes that

the students cannot only limit the information they learn in their mind, but rather they also

make use of them in real time and applied it when it comes in interacting with people in their

daily lives.
 In terms of classroom setting most of the HUMSS students of Golden Olympus Colleges

becomes interested learning English and participating in classroom discussion if the teacher

uses English movies as a teaching materials as shows in question 30 “I am interested in learning

English and participating in classroom discussion if the teacher uses English movies as teaching

materials.” That 52.6% of the total sample population agreeing while other 40.7% of them

answered neutral and 6.8% disagreeing on it. That leads to the conclusion that English can use

as viewing activities in the classroom which can help the HUMSS students to improve their skills

when it comes to language. As its justifies based on the data gathered by the researchers shows

a strong correlation in question number 31 “English teacher should use more English movie

viewing activities in the classroom to help students improve their language skills.” As shows to

the data, the sample population of HUMSS students agreeing as 52.6% of them answered it. On

the other hand 40.7% answered in neutral section and 6.8% strongly disagreed and disagreed

about this. The strong correlation its show based on the computation using Spearman

correlation formula and as almost HUMSS of Golden Olympus Colleges students agreeing can

be a factor to use English movies to help students to learn more in terms on language and other

knowledge they can get, because it caught their interest in learning English and even

participating if this can be considered to use or become additive way of learning.

The findings showed similar to the study of Katemba & Ning (2018) this type of study is a

surveying research design. According to Mcchester and Ihedigbo (2014), surveying research

design represents one of the most common types of quantitative social science research. In

survey research, researchers select a sample of respondents from the population and
administer standardized questionnaires to them. The researcher used this method to find out

the students’ 49 responses in using subtitled English movies in enhancing vocabulary. This

research is quantitative. According to the results of the data in the study of Katemba & Ning

(2018), 87% of the students agreed that watching English movies has a beneficial effect on

learning English. While the researchers data also shows that 86.5% of the students in HUMSS of

Golden Olympus Colleges “agreed” and “strongly agreed” that Watching English movies has a

beneficial effect on learning English. Other findings that show similar on our study is in the

result of the data in the study of Katemba & Ning (2018), 82% of the students agreed that they

can learn many new words from watching subtitled English movies.

That they learn new words using English movie substitles as a reading method.

Which is similar to the data of the researcher in question number 14 as 57.5% of the

student of HUMSS “agreed” and “strongly agreed”. That they learn new words using English

movie substitles as a reading method. In the result of the data that had gathered, it shows that

79.7% of the HUMSS students in Golden Olympus Colleges say that they are interested in

learning English and participating in classroom discussion if the teacher uses English movies as

teaching materials, and in the study of Katemba & Ning (2018), 76% of the students agreed they

think movies are a used resources for oral English language teaching. The study of Katemba &

Ning (2018) shows a correlation in this study because they both show that the students can

learn to improve their vocabulary through watching English movies. As shows in question 14 in

the study of Katemba & Ning (2018) that 76% of the students agreed they think movies are a

useful resource for teaching English vocabulary. Almost the same where in this study the data
show that 68.3% “agreed” and strongly agreed” in question 12 that watching an English movie

improves my vocabulary acquisition. The study of Katemba & Ning (2018), shows a correlation

in this study that English movies can be a tool or and additive in learning the English Language.

Conclusion

Watching English is merely not an entertainment. As this study showed, the act of

watching English movies has great potential as an additive learning. However, it is foggy when it

comes to other factors (Classroom setting) because of it has fewer questions. Nonetheless, if

dilated, has possible promises. This study demonstrated the importance of example and

reference. As it helps students see from English native speakers, how they navigate the

language. For further clarity, it is highly suggested to expand to other areas and factors in

learning with a much bigger sample population.

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