Interlingual Subtitles to Increase High School Students’ Ability in Understanding Explanation Texts

Pratama, Ikke Dewi; Retnaningsih, Woro; Prakoso, Muhammad Romdhoni

doi:10.31002/metathesis.v5i1.2701

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Meanwhile, research on subtitles usually correlates the functions of subtitles to enhance foreign language mastery (Alabsi, 2020;Pratama et al, 2021). Halim (2019) discusses errors in subtitles, analyzing the subtitle of Upin and Ipin in which the subtitler is categorized as professional since the source of data was taken from the official subtitle of the movie.…”

Section: Literature Reviewmentioning

confidence: 99%

Analyzing Errors in Students’ Subtitle Products

Khafik¹,

Pratama²

2022

ELER

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Subtitling has constraints that are different from other types of translation. In the pedagogical field, lecturers in subtitling courses must ensure that the students are aware of the constraints to creating a qualified subtitle. The constraints in subtitling frequently cause errors in the subtitles composed by the students. This article discusses the errors found in students’ subtitle products. The researchers took the subtitles of Miacademy Youtube channel videos composed by EFL students studying in one of the state universities in Central Java, Indonesia. Nine videos of Miacademy and their subtitles were analyzed to find the errors in the subtitles. The results revealed that the most frequent error is errors in spatial parameters, specifically on the excessive number of characters per line. The second most dominant error is the errors in the temporal parameter in which most of the students still found problems in obeying the rules of the maximum duration for either a full two-line or a single-line subtitle. Punctuation and letter case errors result from students’ lack of comprehension in mastering the target text language convention. Error in target text editing mainly occurs due to the too-long subtitles, segmentation that is not syntactically acceptable, the decision to omit or retain the source text, and the occurrence of dialect. Further analysis showed that the students need to practice adjusting their translation with the constraints. Likewise, a subtitling brief must be conducted before the lecturer delivers the task to the students by helping the students analyze the possible problems and solutions when composing the subtitles.

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Section: Literature Reviewmentioning

confidence: 99%

Analyzing Errors in Students’ Subtitle Products

Khafik¹,

Pratama²

2022

ELER

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“…As for material watched, subtitle is an important aspect of a video in relation in EFL learning. Several studies' results indicated that it contribute to a better performance or higher achievement in EFL learning ( (Alabsi, 2020), (Pratama et al, 2021), (Kadem, 2020), (Vulchanova & Lervåg, 2021)). The preservice English teachers' choice of using subtitle when watching YouTube videos in the English Language might have some contribution their better achievement in the listening course, as it was found out in other studies.…”

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The Relationship Between Preservice English Teachers’ Perception of Watching English Video on Youtube as a Habit and Listening Skill Achievement

Irana

Hayati

Kurniawan

2021

JELE

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Watching English videos on YouTube is one of the alternatives in order to improve students’ listening comprehension. The aim of this study is to discover whether or not there is a significant correlation between the perception of habit of watching English videos on YouTube and listening skill achievement. The participants of the study were 51 students of English Education Study Program in Palembang. There were two instruments used: (1) The Habit of Watching English Videos on YouTube Questionnaire, and (2) listening mastery score from listening course they took. The data were then analysed using Pearson Product Moment in SPSS 25. The results show that there is no significant correlation between the habit of watching English videos on YouTube and listening mastery of the students, r(49) = - .26, p < .01. This study also provided discussions and recommendations for future research.

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Chinese EFL Teachers' Perceptions of Subtitles' Effects on English Comprehension and Vocabulary Acquisition

Jordan

2022

International Journal of Computer-Assisted Language Learning and Teaching

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This article reports on a qualitative study that evaluated Chinese EFL (English as a Foreign Language) teachers' perceptions of the effects of four different subtitling modes on English comprehension and vocabulary acquisition of learners in secondary education. The four types of subtitles refer to no subtitles, Chinese subtitles, English subtitles, and bilingual subtitles in audiovisual materials. The results of the study indicated that interviewees regarded the use of no subtitles as the least effective of the modes for enhancing students' language proficiency. Chinese subtitles were perceived to assist students with comprehension of content but were less effective at enabling them to recall and memorize English lexis. English subtitles were perceived to aid comprehension of the content to some degree, while also inspiring learners to develop their English vocabulary knowledge. Bilingual subtitles were considered to enhance both students' English comprehension and vocabulary acquisition.

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Interlingual Subtitles to Increase High School Students’ Ability in Understanding Explanation Texts

Cited by 3 publications

References 6 publications

Analyzing Errors in Students’ Subtitle Products

Analyzing Errors in Students’ Subtitle Products

The Relationship Between Preservice English Teachers’ Perception of Watching English Video on Youtube as a Habit and Listening Skill Achievement

Chinese EFL Teachers' Perceptions of Subtitles' Effects on English Comprehension and Vocabulary Acquisition

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