Proposal-Defense-Presentation-Template-2.pptx
- 1. Final Oral Defense Abbas, Aquiza W. Angeles,Mary Lois A. Crispino, Jonalie F. Magas, Arabella F. Manatad Jr., Pedro I. Perez, Marian Joyce M. BSE-III Researchers Prof. Salome Villasis Adviser
- 2. “THE EFFECTS OF WATCHING MOVIE SERIES WITH SUBTITLES IN THE VOCABULARY IMPROVEMENT OF SELECTED STUDENTS OF URS TAYTAY”
- 3. Abstract Learning new vocabulary reconciles a significant factor for success within language learning since without adequate knowledge of words and their meaning, learners are not able to use the target language effectively. In line with that, this study was a mixed method of quantitative research design and qualitative method that aims to find out if watching movie series with subtitles was distinctly effective in improving the vocabulary skills of selected second-year students in URS Taytay through utilizing pretest/post-test questionnaire and open-ended interview.
- 4. Abstract The data were descriptively analyzed and examined through statistical treatment, data analysis, and triangulation of quantitative and qualitative data. The result of this study indicated that the respondents evidently agreed that they learned new words and their level of vocabulary skills improved when watching movie series with subtitles. These research findings are expected to conduce to the endeavors in the teaching and learning area, predominantly in improving the student’s vocabulary.
- 5. Presentation of Findings Statement of the Problem & Statistical Treatment: 1. What is the profile of the participants in terms of: 2.1 Age; 2.2 Sex; and 2.3 Course? (Frequeny) & (percentage) Findings Conclusions Recommendations Profile of the of the participants in terms of: • Age -. As to their age, 3 of them are 20 years of age, (60%), 1 is 21 years old (20%), and the remaining 1 is the oldest, 22 years old (20%) with a total of 5 participants (100%). • Sex -As to their sex, 3 of them are female (60%) while the remaining 2 are male (40%) with a total of 5 participants (100%). • Program -As to their program, the number of 5 participants are equally distributed with a frequency of 1 and 20% each from the following: BSED, BEED, BTLED, BSN, and BSP. Majority of the participants are 20 years of age and female. 1. Future studies should consider recruiting participants from a wider range of educational backgrounds to ensure that the findings are not limited to participants from specific programs. This will help to ensure that the results are more generalizable to the larger population.
- 6. Presentation of Findings Statement of the Problem & Statistical Treatment: 2. What is the vocabulary skills level of the participants before and after viewing the movie series? (Weighted mean) & (standard deviation) Findings Conclusions Recommendations 2.1. In terms of the level of vocabulary skills before watching the series, topic 1 is the lowest among the five with a weighted mean of 4.60 (SD: .894); topic 2 is second to the highest with a weighted mean of 5.80 (SD: 3.564); topic 3 is the highest and has a weighted mean of 6.40 (SD: 2.881); topic 4 gets a weighted mean of 6.20 (SD: 2.490); and topic 5 for 6.20 of weighted mean (SD: 4.604). 2.2. In terms of the level of vocabulary skills after watching the series, topic 1 is the lowest among the five with a weighted mean of 10.40 (SD: 3.050); topic 2 is second to the highest with a weighted mean of 11.20 (SD: 2.387); topic 3 is the highest and has a weighted mean of 11.60 (SD: 3.782); topic 4 gets a weighted mean of 9.40 (SD: 1.517); and topic 5 for 51.80 of weighted mean (SD: 9.149). The movie chosen to evaluate the participant's vocabulary skills was suitable. The pre-test results demonstrated that the movie includes unfamiliar words. The post-test results confirm that the participants were able to comprehend the meaning of these words. The students should focus on or prioritize watching movie series with English subtitles that has appropriate content for their level of vocabulary in order to enhance their vocabulary skills. Vocabulary improvement can be aided by taking down notes of the unfamiliar words and study for their definitions and familiarize with its form and spelling to be added in their vocabulary bank.
- 7. Presentation of Findings Statement of the Problem & Statistical Treatment: 3. Is there a significant difference in the level of vocabulary skills of the participants as revealed by their pre-test and post-test results? (Dependent t-test) Findings Conclusions Recommendations Level of vocabulary skills of the participants as revealed by their pre-test and post-test results: • Given that the level of significance of all variables is greater than 0.05, the hypothesis is rejected, emphasizing that there is no significant difference in the participant's level of vocabulary skills as demonstrated by their pre-test and post-test output. Even so, the results are interpreted as significantly different, which only means that the level of vocabulary skills on both the pre-test and post- tests differs. Watching movies is one of the effective ways how to improve vocabulary skills especially when there are subtitles. The results from both the retest and post- test only prove that there is a difference between the scores; watching the series with subtitles helps in learning, understanding, and knowing new vocabulary words. The teachers are suggested to undergo special training on how to properly employ and integrate English subtitles into their instructional video presentations. They must use different teaching- learning strategies, activities, and assessments to improve the students' vocabulary skills such as exposing them to the use of technology alongside with maximizing on the use of English subtitled instructional materials.
- 8. Presentation of Findings Statement of the Problem & Statistical Treatment: 4. Is there a significant difference in the level of vocabulary skills of the participants as revealed by their pre-test and post-test results with respect to their profile? (ANOVA) Findings Conclusions Recommendations Level of vocabulary skills of the participants as revealed by their pre-test and post-test results: • 4.1. Age • 4.1.1. Recognizing that the level of significance for all variables is greater than 0.05, the hypothesis is rejected, highlighting that there is no significant difference in the participant's level of vocabulary skills as suggested by their pre-test and post-test results in relation to their profile. However, the outcomes are interpreted as not significantly different, establishing that the level of vocabulary skills on the pre-test and their age do not differ significantly. The demographic profile of the participants in terms of age and sex are not significantly different from both pre-test and post-test. Clearly pointing out, these two variables do not contribute to the levels of their vocabulary skills the moment they take tests pre-test and post-test. The future researchers may broaden the scope and limitation of this study in order to obtain more justification and validity of this topic in a larger number of sampling and not only limited to a few quantity, explore and discover answers to problems that could arise and correspond to the possible research gaps, and come up with further recommendations to instill and improve the vocabulary skills of the learners.
- 9. Presentation of Findings Statement of the Problem & Statistical Treatment: 5. Is there a significant improvement in the vocabulary skills level of the participants after viewing the series: (Thematic Analysis) Findings Conclusions Recommendations Level of vocabulary skills of the participants as revealed by their pre-test and post-test results: • Learning New Vocabularies • Easier Way on Learning New Vocabularies • Preference on Learning New Vocabularies • Disadvantages of Using Subtitles in Movies • Subtitles as a Tool for Interpretation The levels of vocabulary skills can be improved when watching series or movies with subtitles. This opens a door to learning new and unfamiliar words that will be known, understood, stored, and applied in the future setups. Despite some disadvantages such as having a chance to become dependent on it, being distracted, and having divided focus and attention, it is still a great tool for interpretation. The school administrators are suggested to come up with different plans, proposal, and interventions to respond to those issues such as by organizing programs on teacher-trainings specializing on integrating the use of English subtitles in instructional video materials. They may conduct activities involving the use of English subtitled movies such as film showing for the students, competitions that involve the role of watching movies and create an interactive, engaging, and effective activities to be employed by their faculties, and the likes.
- 10. Documentation
- 11. Documentation
- 12. Q & A