Indonesian EFL Students’ Perception of The Use of Subtitled Video as Media in The Learning of Vocabulary

Abstract

Vocabulary is a crucial component in language learning, as strong vocabulary mastery facilitates reading, writing, listening, and speaking skills. However, many EFL students still struggle to express ideas effectively due to limited vocabulary. One method to address this challenge is through the use of subtitled videos, which can enhance language comprehension. According to Cakir (2006), students can gain learning input by listening to the combination of audio and visual elements. While auditory input is useful, visual components—especially subtitles—enable students to process learning content more effectively through visualization. Educators should recognize the value of media that supports this process, particularly for students who grew up with access to digital technology. A deeper understanding of students' learning preferences can help teachers adapt instructional strategies that align with learner needs. This study aims to describe students’ perceptions of using subtitled videos in vocabulary learning. A descriptive quantitative method was used using a questionnaire distributed through Google Forms and WhatsApp to 280 eighth grade students in a junior high school in Jember. However, 208 students participated in the study. The data were analyzed using SPSS. The results from this research indicate that most students hold positive perceptions of using subtitled videos for vocabulary learning. These findings also acknowledge certain limitations, such as incomplete student participation and limited access to subtitled video resources. Future research is encouraged to expand on this topic, including exploring teachers’ perceptions and the long-term impact of using subtitled videos in classroom instruction