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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