Enhancing Vocabularies Through English Movie 1

DISCOURSE MARKERS IN PHILIPPINE ENGLISH
TALIPAN NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL PROGRAM
Talipan, Pagbilao, Quezon, Philippines
Enhancing Vocabularies through English Movie
Erika Daleon
Reniel Pornasdoro
Jazreel Cantos
Arabella Padillo
Sarah Pamplina
Xienna Kylene Queano
Abstract
In the modern world, English movies are part of people's everyday life. Therefore,
the objective of this study is to know how frequently do students watch English movies,
determine the vocabulary level of the students and know if there is a significant
relationship between the student's frequency of watching English movies and its impact
on the student vocabularies. This study used a Descriptive - Correlational research
design to approach the Grade 12 students of Talipan National High School. The
instrument used was questionnaires to gathered data. The researchers used stratified
random sampling to get the population sample. Through the sampling technique, the
researchers got 155 students from the total population. Based on the research
calculation, by using frequency percentage, percentage rating, and Pearson product-
moment coefficient of correlation, the computed Pearson correlation value of 0.90 shows
a very high correlation with a computed t-value of 24.83 is greater than the critical value
of 1.97. Therefore, the Ho is rejected and the result shows that there is a significant
relationship between the students' frequency of watching English movies and it has an
impact on the student's vocabulary. In this case, students will gain knowledge in watching
English movies because it may ensure to help their mind when it comes to their
vocabularies in English, also it will give knowledge to the parents and future researchers
about the advantages of English movies.
Key words: English movies, students, vocabularies
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Introduction
Currently, most of the people especially students watch movies that used English
language. They prefer to watch English movies that may call their attentions and entertain
them instead of reading books (Abata, De Asis & Santos, 2018). English movies used
English language that been one of the official languages of the Philippines and is spoken
by more than 14 million of Filipinos. It is the language of commerce and law as well as
the primary medium of instruction in education (Cabigon, 2015).
One of the major problems of students are having poor vocabularies and slow
reading comprehension. According to Program for International Student Assessment
(2018), high school students in the Philippines got lower scores in reading
comprehension, mathematics and science than most of those surveyed in other nations.
In fact, over 80 percent of Filipino students around the age of fifteen did not reach the
minimum level of proficiency in reading. Through watching English movies, students'
vocabularies and listening comprehension skills will improve. Based on the study of
Gruta, Calderan, Carrasco and Saniano (2014), vocabulary is one of the most important
factors in academic and business to reach the success. Having a larger vocabulary is will
help the students to cope their English language problems such as slow reading and poor
comprehension. It also enables them to understand better the idea and thoughts of other
people. The National Center for Implement Technology in Education (2010), also
mentioned on their research that watching movies appear to have a positive impact on
the comprehension skills, vocabularies and combining text of the students.
Many students have explored movies with subtitles, foreign and other genres of
movies that can impact in individuals. They have often looked at the impact of these
factors in regards of comprehension skills but they have not sufficiently the cause of
these factors to the vocabularies of students. For instance, the relationship between the
student’s frequency of watching English movies and its impacts to the student
vocabularies.
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Therefore, this study will be conducted to determine the impact of English movies
in terms of vocabularies of the selected students of Talipan National High School. The
result of this study will serve as basis to support the advantages of watching English
movies in student’s vocabularies. It is important because it also enlighten the negative
perceptions of people regarding English movies.
Research Questions
The study focused on the the impact of English movies on the vocabularies of
selected students Talipan National High School. It aims to answer the following
questions:
1. How frequent do students watch English movies?
2. What is the vocabulary level of students?
3. Is there a significant relationship between student frequency in watching English

movies and its impact on the student vocabularies?
Research Hypothesis
Is there a significant relationship between student frequency in watching English

movies and its impact student vocabulary?
At 0.05 level of significance, the following hypothesis will be tested:
Ho: There is no significant relationship between the student frequency of watching

English movies and its impact on their vocabulary skills.
Scope and Delimitation
This study focuses only on the selected 155 Grade 12 student of Talipan National
High School. The study will not include other students since they are ages 15 below and
not permitted to go outside. The research will be conducted at Brgy. Talipan, Sitio Fori,
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Pagbilao Quezon during the first semester of the school year 2020-2021 and every
Tuesday as their modules retrival.
The study will adapt the descriptive-correlational research design will explain the
level of the vocabulary of the students and the relationship between the frequency of
watching English movies and its impact to thier vocabulary. The researchers will use
close -ended questionnaire as an instrument to gathered data from selected participants.
Theoretical Framework
The movie is one of the audiovisual technologies which is being used as aids of
learning and has material that is presented by mechanical tool wherein by its linear
characteristics, it can be presented as a tool in improving dynamic visual and
development of enhancing individual’s vocabulary (Arysad, 2003). Students might
perceive the alleviation of this concept and will be more probable to being exposed to the
targeted manner which will increase their language proficiency. According to
Kusumarasdyati (2004), and Luo (2004), movies catch the learners’ interest which will
motivate them further to learn, and engage in the vocabulary learning experience.
As proposed by Pavio, the dual-coding theory is being suggested wherein the

viewers will be more probable to keep the messages in mind whenever there are pictures
added to the meaning as the number of signals is being connected while the message
increases. Dual-coding theory is efficient where learners can use two ways independently
to gain knowledge; verbal information and nonverbal images. Viewers are motivated to
understand what is shown and said on the television (Danan, 2004), so the display of
transcription of utterances of a video, helps to improve the learners’ performance on
comprehension of a target language regardless of their language background.
The exposure of movies to students, in reality, is being used in an authentic

setting and cultural context in which the foreign language is spoken. It is also believed
that the use of movies increases students’ motivation, making the subject more
interesting, and familiarizing the students in the given target language. As concluded by
Herron and Hanley (1992), the engagement of watching movies offers background
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information that activates individual’s prior knowledge to stimulate their enhancement of

vocabulary.
Conceptual Framework
The figure below shows the conceptual framework of the study that present
possible actions in gathering needed data. The graphic presentation is divided in the
three sections: the input, the process, and the output.
Input Process Output
Identify the respondent’s

Profile of the respondents Conducting survey and profile.
in terms of: distribution of
Age questionnaires. Determine the frequency
Gender of how often the
Section Evaluating the outcome respondents watch
Strand of the survey English movies.
questionnaires.
Frequency of how often Analyze if watching
the respondents watch Statistical analysis of the English movies helps
English movies. data and interpretation. enhancing the
vocabulary skill of the
respondents.
Figure 1. Conceptual Paradigm of the Study.
The input box is consists of the demographical profile of the TNHS Grade 12
Senior High School. Moreover, the respondent’s exposure in watching English movies, as
well as the impact of English Movies in enhancing the vocabulary skills of TNHS Grde 12
Senior High School will also be determined.
The second box shows that the researchers used the following processes like
questioning, gathering, collecting and interpreting data using statistical treatment such as
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Frequency Percentage, Percentage Rating and Pearson Product Moment Coefficient of

Correlation to determine the expected output of the study.
The output box shows, using a thorough analysis that was in the process signifies
the assessed impact of watching English movies in enhancing the vocabulary skills of
grade 12 Senior High School in TNHS.
Definition of Terms
The following terms are herby defined conceptually and operationally in order to
facilitate the understanding in this study. Here are some term used in this study:
Impact - strong or great effect of watching English movies on enhancing vocabulary
of the learners (Merriam Webster, 2021).
Movie - is a work of visual art used to simulate experiences that communicate ideas,
stories, perceptions, feelings, beauty, or atmosphere through the use of moving
images (Merriam Webster, 2021).
Student - is a person who goes to school and is learning something (Merriam
Webster, 2021).
Vocabulary - a list or collection of words or of words and phrases usually alphabetically
arranged and explained or defined (Merriam Webster, 2021).
Watching - the act of looking or giving attention to something. In this study it refers to
the respondents’ frequency of viewing English movies (Merriam Webster, 2021).
Review of Related Literature
This chapter deals with the different review of related literature both foreign and
local literature sources that the researchers look thoroughly to discuss the impact of
English movies on the vocabulary of the students.
English Movies
Watching English movies is a great way to have a quality time with our loved
ones. It is also a hobby that brings people together especially for the students. However,
it is not only a great way to spend time with other people, but it is also a way to learn how
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to speak English fluently. As Srinivasan et al. (2018) argues, by watching English movies
helps to hear and understand spoken English fully. Hearing how to pronounce the words
will help the students to remember and memorize the sounds.
Based on the research conducted by Pezdekz, Lehrer and Simon (1989, cited by
Kabooha, 2016) claims that movie fragments help the students to enhance memory and
recovery information in reading and listening. Besides, English TV programs and movies
are also a good media to increase the listening comprehension of the students (Ijazi,
2013). They also watch and see the speaker that will help them to understand more the
speaker's ideas and thoughts.
Katemba and Ning (2018), proved that through watching English movies students
can learn many new words and enjoy the learning direct. English movie will help them to
enhance their vocabulary. Similarly, it will help them to enhance another English skill.
Moreover, a study conducted by Mitterer and McQueen (2009, cited by Myers,

2018), confirms that hearing and reading foreign lamguage at the same time helps a
person's phonetic understanding. Additionally, it helps to build familiarity with vocabulary
and sound of the language.
The above collection of both foreign and local studies provides information that
has similarities with the variable of the current study. Along with this, it is also clear that
watching English movies has a lot of advantages to the people especially to the students.
It guarantees that students will understand more on how to speak English fluently and
understand the speaker's ideas.
Impact of English Movies on Vocabularies
Some of the students are arrive in universities and colleges with limited
vocabularies. According to the study of Shoebottom (2010), vocabulary mastering is more
important than grammar. It is the key for students to understand what they hear, read and
write in learning English and how to communicate with other people. There is way in
enhancing and increasing vocabulary, and one way is by watching English movies.
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According to Prutra (2014), movies or media can be an effective tool for learning
new vocabulary "there is no doubt that video technology especially subtitled movies can
be a powerful teaching tool to help the students learn and acquire new vocabulary" (p.7).
Moreover, as Sukrina (2013) stated that students learn vocabulary quickly by

using media such as wall charts, real objects, videos, movies, internet, and others
because media can give context to them. Creating activities using media can help to keep
and remember the meaning of the words in mind. English movies can also help to cope
many problems in English language including weak comprehension, lack of vocabulary,
bad grammar and having poor language skills (Sabouri, Zohrabi, & Osbouie, 2015).
Additionally, movies can be a great tool in bringing the students closer to the authentic
real life communication the vocabulary (Sadiku, 2018).
The collection of studies above is related on the impact of watching English

movies on the vocabulary of the students. It will give assurance that there are several
benefits watching English movies indeed improve vocabulary learning.
Student's frequency of watching English Movie Impact on Vocabulary
Student’s habit in watching English movie has correlation with the vocabulary
mastery. When the habit of the students is watching English movies, there is a possible
that the student will have a high vocabulary. As Dahniar and Zainuddin (2016), proved on
their study that there was a significant relationship between student’s frequency of
watching English movie and it has impact on the student’s vocabulary to 0.766 at the
significant level of 0.05 with the critical value of r table 0.339.
Based on the study conducted by Pratama et al. (2015), shown that there was a
significant relationship between student’s frequency of watching English Movies and
Vocabulary. It was shown by coefficient correlation which was higher than the critical
value of r table (0.554>0.449). Thus, frequency of watching English movie can give effect
on vocabulary size of the student.
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Furthermore, in the study conducted by Syafi’i (2013), under the title“Korelasi

antara Kebiasaan Menonton Film Berbahasa Inggris dan Pengusaan Kosa Kata Siswa
di SMKN 1 Salatiga”. The result has shown that there was a significant correlation
between students’ habit in watching English movie and vocabulary mastery with
correlation coefficient r = 0.790, p (0.01). It means that, the higher students’ habit in
watching English movie, the higher students’ vocabulary mastery.
All in all, the purpose of this review of related literature is to discuss the concept of
enhancing vocabularies through watching English movies. Along with this, it has
similarities to the topic of the current research. It also clear that when the student has a
high frequency of watching English movies, there is a possible that the students will have
a high vocabulary mastery.
Methodology
Research Design
This study will use Non - Experimental quantitative research design specifically
Descriptive - Correlational research design. It is appropriate to use in this study because
this study aims to determine the relationship between the students' frequency of watching
english movie and its impact on their vocabulary. This will be done by gathering the
vocabulary status of each student and determining if there a significant relationship
between the students' frequency of watching English movies and its impacts on their
Vocabulary skills.
Research Instrument
To get the appropriate data needed, the researchers provided questionnaires

divided into two (2) parts. Questionnares are developed to address a specific objective,
question, and hypothesis of the study (Lim, 2015).
The part I used a Likert Scale to determine the effectivity of enhancing

vocabularies through watching English movies and the part II is the tool to determine the
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capability of an individual to test their level of vocabulary. In this part, the researchers
used structured questions in multiple choice. The respondents will select the answer that
best describes the given question.
These instruments will measure the rate or level of the people’s opinions and
attitudes. In addition, it also consists quality, frequency and levels. The researchers will
first ask for a consent in the respondents before conducting a survey whereas the
questionares are validated by the teacher.
Population and Sample
The study will include TNHS Grade 12 Senior High School students who are
enrolled for SY 2020-2021 First Semester. The researchers choose Grade 12 students as
the respondents because they have the capability of being more interested in the field of
watching english movies as supported from the survey of El - Mahmoud, S. in 2019. This
show the most moviegoers are the age of 17-24 years old and mostly the tickets are
bought by the teens. The population has a total number of 259. From the total population,
there will be 155 research participants. The participants will be chosen using probability
sampling technique. They will be chosen based on stratified random sampling. First, the
researchers used Slovin's formula with a result of 155 participants. Then, the researchers
divided the sample population into four (4) categories according to their strand. After
dividing into categories, the researchers get the percentage per strand with a result of
60%. In conclusion, the participants in HUMSS strand is 61, TVL is 51, STEM is 21 and
ABM is 22 with a total of 155 respondents.
Data Collection Procedure
In collecting data, the researchers will use the Questionnaire Method. Using such
a collection method is appropriate because questionnaires provide and easy and efficient
way to obtain information from the selected students of Talipan National High School.
Data can be collected relatively quickly because the researcher would not need to be
present when questionnaires were completed, especially right now that there is
pandemic. The researcher will plan the consent form and the questionnaires to be
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distributed to the respondent before the actual data collection. The actual collection of
data will be carried out directly by facebook messenger and google forms because the
researchers cannot provide the questionnaires in person to follow the quarantine
protocol. After the data gathering the researcher will evaluate the outcome of the survey
questionnaire.
Statistical Treatment
To determine the frequency of watching English movies of students, the

researchers will use Frequency Percentage having the following formula:
f
p=
N
Where: p = percentage in the sample

f = frequency
N = total number of respondent
To find out the level of the vocabulary of the students, the researchers will use
Percentage Rating having the following formula:
pr=
[ S
TI ]
×60 +40
Where: pr = percentage rating

S = score
TI = total number of item
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90 - 100% = Very Knowledgeble

80 - 89% = Knowledgeble
75 - 79% = Less Knowledgeble
Below 75% = Not Knowledgeble
To find out if there is a relationship between the student’s frequency of watching

English movies and its impact on their vocabulary, the researchers will utilize Pearson
Product Moment Coefficient of Correlation having the following formula:
n ∑ xy −∑ x ∑ y
r=
√ [ n ∑ x ²−(∑ x ² ) [ n ∑ y ²−(∑ y ² )]]
Where: r = the Pearson Product Moment Coefficient of Correlation

n = sample size
∑ xy = the sum of the product of x and y
∑ x ∑ y = the product of the sum of ∑ x and the sum of ∑ y
∑ x ²= sum of the squares of x
∑ y ² = sum of the squared of y
To determine the level of correlation, the researchers will use the following scale:
Point Interval Level of Correlation
±1.00 Perfect Correlarion
±.80 to ±.90 Very High Correlation
±.60 to ±.79 High Correlation
±.40 to ±.59 Moderate Correlation
±.20 to ±.39 Low Correlation
±.1 to ±.19 Negligible Correlation
Result and Discussion
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This chapter includes the presentation of data, analysis and interpretation of data
that have been gathered from the questionnaires distributed to the respondents. This
chapter also contains the presentation of data in tabular form along with their
corresponding interpretations.
Table 1.
Students Frequency of Watching English Movie
Frequency of watching Frequency Percent
English movie
Never 15 10%
Once a day 101 65%
Twice a day 26 17%
3-4 times a day 13 8%
Total 155 100%
Table 1 shows the frequency of Watching English Movies Out of 155; 13 or 10%
are not watching English movies; 101 or 65% watches English movies once a week; 26
or 17% watches English movies twice a week; and 13 or 8% watches English movies 3-4
times a week.
Movies are an enjoyable source of entertainment and language acquisition

(Donaghy, 2014). Using movies in the classrooms or as an outside school activity
cansupport motivation of the learners, because of their playful component, and they can
beused as task activities to give an ideal environment for learning, as well as encouraging
participation and interaction among students (Chan & Herrero, 2010).
The majority of the respondents watch English movies once a week, as seen in
table 1. Based on the results, the researchers conclude that most of the respondents
enjoyed watching English movies once a week because it helps them improve their
vocabularies.
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Table 2
Level of the Vocabulary of Students
Scores Frequency Percent Rating Level of Vocabulary
1-5 85 55% Not Knowledgeble
6 20 13% Less Knowledgeble
7-8 24 15% Knowledgeble
9-10 26 17% Very Knowledgeble
Total 155 100%
Table 2 present the levels of the vocabulary of the students, out of 155; with a
frequency of 26 or 17% of respondents are very knowledgeable about English
vocabulary.
According to Busoglu and Akdemir (2010), using technology and mobile phones,
watching English movies, answering vocabulary text questions, can boost the
"vocabulary" of students by providing a questions and methods for learners to grasp
traditionally difficult concepts. This statement is parallel to the results of the study.
Answering online vocabulary test questions can increase the knowledge of the learners
and boost students "vocabularies".
However, 85 or 55% of respondents are still not knowledgeable in English

vocabulary. Based on the results, the researchers conclude that most of the respondents
who watch English movies are not all knowledgeable when it comes on English
vocabulary.
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Table 3
Relationship between Frequency of Waching English Movie and its Impact on Vocabulary
level of the Students.
Variables Mean df Computed Critical Decision Computed Level of

Related t-value t-value r-value Correlation
Frequency of 2.25 28 24.83 1.97 Reject H0 0.90 Very
watching Highly
English Movie Correlated
Level of the 0.72
vocabulary of
the students
*p<0.05.
Table 3 shows the result in the test of a significant relationship between the
frequency of watching English movies and its impact on the vocabulary level of the
students. Pearson Product Moment Coefficient of Correlation was used to determine the
significant relationship between the two variables; and at the same time, the degree of
relationship on both variables. To increase the test of the significant relationship of the
study, the null hypothesis: there is no significant relationship between the student's
frequency of watching English movies and its impact on their vocabulary skills. Since the
computed Pearson correlation value 0.90 shows a very high correlation with a computed
t-value of 24.83 is greater than the critical value of 1.97, the researchers failed to accept
the null hypothesis. Therefore, this leads to rejection of the null hypothesis and the
interpretation that there is a significant relationship between the student's frequency of
watching English movies and its impact on their vocabulary skills.
The findings of this study is supported by the review of literature by Ismaili

(2013). According to Ismaili (2013), movies are an enjoyable source of entertainment
and language acquisition. For this reason, many researchers and EFL practitioners prefer
to watch the movie adaptations of famous and current novels as a supplementary source
to the reading. Practice has shown that reading an entire book can be tire some and
boring while an audio-visual experience can be more entertaining and engaging to
students.
15
Also, some studies shown that watching English movie appears to have a positive
impact on comprehension skills, and combining viewing with text, i. e. subtitles, appears
to boost vocabulary acquisition (National Center for Technology Innovative and Center for
Implementing Technology in Education, 2010).
Conclusion and Recommendation
This chapter presents the summary of findings, conclusions and researchers

recommendations on the impact of watching English movies on the vocabulary skills of
the students.
Conclusions
Based from the findings, the following conclusions were drawn:
1. Most of the students has a frequency of once a day in watching English movie.
2. The level of the vocabulary of the grade 12 students are not knowledgeable in
English vocabulary with a frequency of 85 or 55% of the respondents.
3. There is a significant relationship between the student's frequency of watching
English movie and its impact on their vocabulary skills.
Recommendation
Based from the findings and conclusions, the following are hereby recommended:
1. Although students revealed reasonable frequency of watching English movies,
which is once a week, still parents should monitor and make sure that English
movies are used in good way such as an educational tool and proper design
should be in place, so as to guide learners properly.
2. To address the problem of knowledge of grade 12 students, students should
improve their knowledge, grammatical mastery and vocabulary through watching
English Movies.
3. To refine the skills of grade 12 students as having the potential to enhance their
vocabulary in watching English Movies, students may watch films in English in
their spare time for additional practice that might be inside or outside classroom.
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4. Future researchers should conduct research about the advantages and

disadvatages of watching English movies to the viewers using another variable to
deepen the study.
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3(2). Retrieved from https://www.arcjournals.org/pdfs/ijsell/v3-i2/11.pdf
Sadiku, A. (2018). The Role of Subtitled Movies on Student's Vocabularies Development.
International Journal of Sciences: Basic and Applied Research (IJSBAR). Retrieved from
https://gssrr.org/index.php/JournalOfBasicAndApplied/article/view/9407
Shoebottom (2010). The Importance of Vocabulary. Frankfurt International School.
Available at https://esl.fis.edu/parents/advice/vocab.html,accessed on 16th January
(2012)
Srinivasan, R., Malhotra, A., Sharma, R., & Matthew N. (2018). Widening the arc of indigenous
communication: Examining potential for use of ICT in strengthening social and behavior
change communication efforts with marginalized communities in India. The Electronic
Journal of Information Systems in Developing Countries, 84 (5).
https://onlinelibrary.wiley.com/doi/full/10.1002/isd2.12032
Sukrina, V. (2010). Improving Studentsâ€™ Vocabulary Mastery by Using Realia. English
Department, Faculty of Languages and Art. State University of Medan.Medan-Indonesia.
Retrieved from http://jurnal.unimed.ac.id/2012/index.php/jelt/article/view/913
Zainuddin, M. & Dahniar, B. (2016). The Correlation Between the Student's Habit in
Watching English Movie and Vocabulary Mastery at Second Year of SMAN 1
http://portalriset.uinalauddin.ac.id/bo/upload/penelitian/penerbitan_jurnal/2388-5053 1-
19
Zulra, R.(2018). Correlation Between Frequency of Watching English Movies and

Vocabulary Mastery of the Eleventh Grade Students of Riyadhul Jannah Kuala
Tungkal. Retrieved from
http://repository.unja.ac.id/5028/1/article%20radhia%20zulfa.pdf
APPENDICES
20
Appendix A
Letter for Conducting Study
April 13 ,2021
REICON C. CONDES, PhD

Master Teacher II
Research Adviser
Sir:
Greetings of Peace!
The undersigned are HUMANITIES AND SOCIAL SCIENCES Students who are currently having their
Practical Research II subject as part of the Senior High School Curriculum. They are currently pursuing their
research study entitled "Enhancing Vocabularies through English Movies ".
In view of this, they would like to request your permission in conducting the investigation thru remote platform
by using Facebook Messenger and Google Forms to observe safety measures.
The undersigned believe that the study will be beneficial for the student since it will give a clear view on how
English movies can help to enhance the vocabulary of the students.
Believing that you also value research-based undertaking, the undersigned look forward for your approval.
Rest assured that any gathered information will be treated with utmost confidentiality.
Thank you and God bless!
Yours truly,
Erika Daleon Renniel Pornasdoro Arabella Padillo Jazreel Cantos

Lead - Researcher Co - Researcher Co - Researcher Co - Researcher
Sarap Pamplina Xienna Kylene Queño

Co-Researcher Co-Researcher
Approved:
REICON C. CONDES, PhD

Research Adviser
Appendix B
Informed Consent Form
21
You are being invited to take part in a research study. Before you decide to participate in this study, it is important that
you understand why the research is being done and what your participation will involve. Please read the following
information carefully and feel free to ask the researcher/s if there are words, concept, and proceedings written in this
form that is not clear or if you need more information about the study. You may take time to reflect whether you want to
participate or not.
STUDY TITLE
Enhancing Vocabularies through English Movies
PURPOSE OF THE STUDY

The study aims to determine the effectiveness of watching English movies in Enhancing Vocabularies of Students.You
have been choosen as one of the participants of the study because you have experienced to watch English movies
and you are one of the G12- student of TNHS
PARTICIPANT INVOLVEMENT
If you chose to participate in the study, a research questionnaire will be sent or given to you in MS Word file. You will
electronically answer self-administered questionnaires in any medium that you like. The questions are abo ut frequency
of watching English movies, and level of your vocabulary. Question will also involve the advantage and disadvantage
of watching English movies.
DURATION
Involvement in the study may last for a month depending on the time you have consumed in answering the
questionnaires. Since it is self-administered, the period you take in answering the research instrument depends highly
on your availability.
PARTICIPATION
Participation in this study is voluntary. It is up to you whether or not you decide to participate. If you decide to
participate, you will be asked to sign this consent form. After you sign this consent form, you are still free to withdraw
prior to the completion of the study and without giving a reason.
RISKS
You may refuse to answer any questions or items if you feel uncomfortable. Your participation in the study shall be in
your most comfortable time and place as long as it will not dampen the purpose of the study. In case you felt unease
during the conduct of the study, feel free to withdraw your participation or to reschedule the data gathering.
BENEFITS
The information you will provide give advancement of knowledge on how English movies enhance the vocabulary of
student. Your answer may also provide input for further improvements of the research tools.
CONFIDENTIALITY
Any information about yourself and data you have provided in this research will be confidential. In return, you shall
maintain confidentiality of other research participants and data you have shared in this study. You may access only the
information you have shared. All other research data will only be accessed by the researcher/s and research
supervisor. The data you have provided will be kept in researcher’s google drive and dropbox account.
CONTACT INFORMATION
22
This study was approved by the Ethics Review Board of Talipan National High School. If you have any concerns, you
may contact the researchers through his mobile number, 0930718871. Likewise, the researchers may reach you
through this number, ________________________.
Any queries regarding your rights as a research participant, or if problems arise which you do not feel you can discuss
with the researchers, please feel free to contact the School Research Supervisor, Dr. Reicon C. Condes at
tnhsresearch@gmail.com.
CONSENT
[This section is mandatory]
I have read the provided information, or it has been read to me. I have had the opportunity to ask questions and clarify
things about the involvement in the study. Queries I have raised have been answered to my satisfaction. I understand
that I will be given a copy of this form, and the researcher will keep another copy on file. I consent voluntarily to be a
participant in this study.
____ Being over the age of 18 years old or legally independent, I hereby consent to participate in this study.
____ *Being under/18 years old, I hereby invoke parental consent to participate in this study.
________________________________
________________________________
Participant * Parent / Guardian
(Date: __________________________) (Date:
__________________________)
REICON C. CONDES
Researcher
23
Appendix C
Research Instrument
Enhancing Vocabularies through Watching English Movies
This survey determines the status of the students that is made by the researchers
of Grade 12 HUMSS Aphrodite. Kindly answer the needed information below.
Name (Optional):
Age:
Strand:
Part I.
Read each item very carefully. Supply the needed information asked in by checking the
appropriate space that corresponds to your choice
1. How frequent do you watch English movies?
______ Never (1)

______ Once a day (2)
______ Twice a day (3)
______ 3-4 times a day (4)
Part II.
Read each item very carefully. Supply the needed information asked in by choosing the
letter of the correct answer.
1. The convicted criminal absconded prior to the sentencing phase of the trial. Absconded
means______
A. Touched the jury

B. Reported immediately
C. Left after discussion
24
D. Departed secretly
2. The aural component of balance is critical for postural control during ambulation. Aural
means related to the______
A. Eye
B. Ear
C. Nose
D. Mouth
3. The old man was benevolent with his fortune. Benevolent means______
A. Secretive
B. Stingy
C. Kind
D. Careful
4. The extra dirt was a key buttress to the foundation. Buttress means_______
A. Limiting factor
B. Support
C. Overwhelming condition
D. Obstacle
5. The cathode of a battery was removed. Cathode means_____
A. Positive pole
B. Negative pole
C. Neutral pole
D. Opposite pole
25
6. The doctor was known as a charlatan over the years of his practice. Charlatan
means_____
A. Quack
B. Knowledgeable physician
C. Procedural physician
D. Medical examiner
7. The wound exhibited signs of copious drainage requiring medical intervention. Copious
means______
A. Minimal
B. Clear
C. Maximal
D. Foul
8. The attorney accused the witness of defaming the defendant. Defaming means______
A. Killing
B. Badgering
C. Suffocating
D. Slandering
9. The detective was able to derive the facts of the case. Derive means______
A. Desist
B. Deter
C. Devise
D. Deduce
10. The scientist was able to evoke powerful emotions from her audience. Evoke
means______
26
A. Sell
B. Calm
C. Call forth
D. Exaggerate
Source: Vocabulary Practice Test Questions.

(2021) https://www.testprepreview.com/modules/vocab1.htm
Thank you very much!
27
Appendix D
Curriculum Vitae
Erika Llasos Daleon

Brgy.Mayao Kanluran, Lucena City, Philippines
Phone No: 09453854327
E-mail Address: erikadaleon01@gmail.com
PERSONAL DETAILS
Age : 18 years old
Date of Birth : March 29, 2003
Place of Birth : Lucena City
Height : 4’11
Weight : 43 kg
Citizenship : Filipino
Civil Status : Single
Religion : Roman Catholic
Language Spoken : English and Filipino
EDUCATION BACKGROUND
Primary:
Talipan Elementary School
Brgy.Talipan Pagbilao, Quezon
2008 - 2015
Secondary:
Talipan National High School
2015 - 2019
Tertiary:
2019 - 2021
28
Renniel Ramos Pornasdoro

Brgy. Alupaye, Pagbilao Quezon, Philippines
Phone No: 09302723091
E-mail Address: rennielpornasdoro11@gmail.com
PERSONAL DETAILS
Age : 18 years old
Date of Birth : January 24,, 2003
Place of Birth : Pagbilao, Quezon
Height : 5’6
Weight : 58 kg
Primary:
Pagbilao Central Elementary School
Pagbilao Quezon
2008 - 2015
Secondary:
Brgy.Talipan, Pagbilao Quezon
2015 - 2019
Tertiary:
2019 - 2021
29
Jazreel Obina Cantos

Brgy. Mayao Castillo, LucenanCity, Philippines
Phone No: 09363547410
E-mail Address: cantosjazreel@gmail.com
PERSONAL DETAILS
Age : 17 years old
Date of Birth : August 30,, 2003
Height : 4’11
Weight : 55 kg
Primary:
Mayao Castillo Elementary School
Brgy.Mayao Castillo, Lucena City
2008 - 2015
Secondary:
2015 - 2019
Tertiary:
2019 – 2021
30
Arabella Zoleta Padillo

Brgy.Mayao Kanluran, Lucena City, Philippines
Phone No: 09090326183
E-mail Address: arabellapadillo@gmail.com
PERSONAL DETAILS
Age : 18 years old
Date of Birth : August 16, 2002
Height : 5’
Weight : 47 kg
Primary:
Talipan Elementary School
2008 - 2015
Secondary:
2015 - 2019
Tertiary:
2019 – 2021
31
Sarah Pamplina
Brgy.Mayao Silangan, Lucena City, Philippines
Phone No: 09395298342
E-mail Address: pamplinasarah18@gmail.com
PERSONAL DETAILS
Age : 17 years old
Date of Birth : September 18, 2003
Place of Birth : Calamba, Laguna
Height : 5’2
Weight : 45 kg
Primary:
Silangang Mayao Elementary School
Brgy.Silangang Mayao, Lucena City
2008 - 2015
Secondary:
2015 - 2019
Tertiary:
2019 - 2021
32
Xienna Kylene Queaño

Brgy.Silangang, Lucena City, Philippines
Phone No: 09334482689
E-mail Address: xienuhkylene@gmail.com
PERSONAL DETAILS
Age : 18 years old
Date of Birth : October 31, 2002
Height : 4’10
Weight : 40 kg
Religion : Protestant
Primary:
Magill Memorial School
2008 – 2013
Silangang Mayao Elementary School
2013 - 2015
Secondary:
Lucena City National High School
Brgy.Ibabang Dupay, Lucena City
2015 - 2019
Tertiary:
Calayan Educational Foundation Incorporation
Brgy.Ibabang Dupay, Lucena City
2019- 2020
33

2019 - 2021
34

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DISCOURSE MARKERS IN PHILIPPINE ENGLISH

TALIPAN NATIONAL HIGH SCHOOL

Enhancing Vocabularies through English Movie

Key words: English movies, students, vocabularies

1. How frequent do students watch English movies?

2. What is the vocabulary level of students?

3. Is there a significant relationship between student frequency in watching English

Is there a significant relationship between student frequency in watching English

Ho: There is no significant relationship between the student frequency of watching

Scope and Delimitation

As proposed by Pavio, the dual-coding theory is being suggested wherein the

The exposure of movies to students, in reality, is being used in an authentic

information that activates individual’s prior knowledge to stimulate their enhancement of

Input Process Output

Identify the respondent’s

Figure 1. Conceptual Paradigm of the Study.

Frequency Percentage, Percentage Rating and Pearson Product Moment Coefficient of

Moreover, a study conducted by Mitterer and McQueen (2009, cited by Myers,

Impact of English Movies on Vocabularies

Moreover, as Sukrina (2013) stated that students learn vocabulary quickly by

The collection of studies above is related on the impact of watching English

Student's frequency of watching English Movie Impact on Vocabulary

Furthermore, in the study conducted by Syafi’i (2013), under the title“Korelasi

To get the appropriate data needed, the researchers provided questionnaires

The part I used a Likert Scale to determine the effectivity of enhancing

Population and Sample

Data Collection Procedure

To determine the frequency of watching English movies of students, the

Where: p = percentage in the sample

Where: pr = percentage rating

90 - 100% = Very Knowledgeble

To find out if there is a relationship between the student’s frequency of watching

Where: r = the Pearson Product Moment Coefficient of Correlation

Result and Discussion

Movies are an enjoyable source of entertainment and language acquisition

However, 85 or 55% of respondents are still not knowledgeable in English

Variables Mean df Computed Critical Decision Computed Level of

The findings of this study is supported by the review of literature by Ismaili

Conclusion and Recommendation

This chapter presents the summary of findings, conclusions and researchers

4. Future researchers should conduct research about the advantages and

Nurfuah, E. (2014). Correlational Study Between Students’ Vocabulary Mastery, Habit of

Zulra, R.(2018). Correlation Between Frequency of Watching English Movies and

REICON C. CONDES, PhD

Thank you and God bless!

Erika Daleon Renniel Pornasdoro Arabella Padillo Jazreel Cantos

Sarap Pamplina Xienna Kylene Queño

REICON C. CONDES, PhD

PURPOSE OF THE STUDY

Enhancing Vocabularies through Watching English Movies

1. How frequent do you watch English movies?

______ Never (1)

A. Touched the jury

5. The cathode of a battery was removed. Cathode means_____

Source: Vocabulary Practice Test Questions.

Thank you very much!

Erika Llasos Daleon

Renniel Ramos Pornasdoro

Jazreel Obina Cantos