Nala Izza Sofiana, Girindra Putri Dewi Saraswati

The role of movies in motivating students' speaking skills: An investigation toward English Education students

Introduction

The role of movies in motivating students' speaking skills: an investigation toward english education students. Discover how movies enhance English speaking skills and motivation among English Education students. This study shows film's role in boosting vocabulary, pronunciation, and reducing speaking anxiety.

Abstract

This study explores the role of movies as a medium for learning English among English Education students. It highlights the significance of English as a global language and the challenges faced by learners, particularly in developing speaking skills. This study employed a qualitative approach to investigate students’ perceptions of how movies contribute to language acquisition, motivation, and cultural understanding. Data were collected through closed-ended questionnaires and semi-structured interviews, focusing on students’ experiences with English movies. Findings indicate that students prefer using movies over traditional methods as they provide an engaging context for learning vocabulary, pronunciation, and conversational skills. Additionally, movies foster intrinsic motivation by creating enjoyable learning experiences and reducing anxiety associated with speaking. The study highlights the potential of film to enhance language proficiency and motivate learners, suggesting that integrating movies into English language education can improve both linguistic and socio-cultural competencies.

Review

This study addresses a highly pertinent and timely topic concerning the integration of movies into English language learning, specifically investigating its role in motivating speaking skills among English Education students. The abstract effectively establishes the rationale for the research by highlighting the global significance of English and the common challenges learners face in developing speaking proficiency. The adoption of a qualitative approach, employing a combination of closed-ended questionnaires and semi-structured interviews, is well-suited for exploring students' perceptions and experiences, promising valuable insights into how film can serve as a pedagogical tool in language acquisition. The findings presented are particularly compelling, indicating a clear student preference for movies over traditional methods, primarily due to their engaging and authentic context. Crucially, the research underscores how movies facilitate the acquisition of essential language components such as vocabulary, pronunciation, and conversational skills. Furthermore, aligning directly with the study's title, the findings emphasize the strong link between movies and fostering intrinsic motivation, creating enjoyable learning experiences, and effectively reducing anxiety associated with speaking. These insights provide robust support for the potential of film to not only enhance linguistic competence but also to cultivate vital socio-cultural understanding among learners. While the abstract offers a strong overview, the full paper would benefit from a more detailed elaboration on certain methodological aspects. For instance, further clarification on how the "closed-ended questionnaires" contribute to a primarily qualitative approach, and how their data triangulates with the semi-structured interviews, would strengthen the methodological rigor. Additionally, a clearer definition and comparison with the 'traditional methods' mentioned would provide greater context for the observed student preferences. Nevertheless, this study makes a significant contribution by empirically demonstrating the pedagogical efficacy of movies in both motivating students and enhancing their speaking skills, offering practical and valuable implications for English language educators seeking innovative instructional strategies.

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