Subtitle Preferences in Non-Indonesian Movies: Their Impact on English Language Skills Development among English Education Students

Abstract

This research investigates how preferences for subtitles in non-Indonesian movies influence the improvement of English language abilities and identifies other elements that aid language acquisition among English Education students at Pekalongan University. Using a qualitative case study approach, information was gathered through semi-structured interviews with students in their sixth semester to examine their experiences, drives, and obstacles in utilizing subtitles while watching international  films. The results indicate that Indonesian subtitles help with understanding the plot, English subtitles  enhance vocabulary, listening, and pronunciation skills, and watching without subtitles improves listening skills and boosts learner confidence. Furthermore, factors such as listening to English music, reading English texts, engaging in classes taught in English, and having discussions with peers all play a role in developing English language skills. These findings correspond with Vygotsky’s scaffolding theory and Krashen’s Input Hypothesis, highlighting how subtitle-assisted movie viewing and related activities promote incidental learning and foster learner independence in acquiring the English language.