This research delves into the integration of technology in education,
specifically examining the challenges in implementing captions and subtitles on
English video to enhance students' listening skills. Employing a qualitative
descriptive approach, the study unfolds at MAN 1 Bone in Sulawesi Selatan,
strategically chosen for its location in the city with diverse media and language
exposure and support digital learning. Key findings illuminate the positive
influence of strategically implemented captions and subtitles, fostering cognitive
engagement and eliciting nuanced shifts in students' responses. Challenges
surfaced, with the need to properly select the material, create the captions or
subtitles and deliver the material for the teacher, while the challenges in captions
subtitles arose during the implementation of the material for the students,
underscoring the delicate balance required between on-screen text and auditory
input to optimize the learning experience. Test results unveil a substantial
improvement in students' performance, aligning with dual-coding theory by A.
Paivio and Mayer's modality effect principles. In conclusion, the effective
implementation of captions and subtitles emerges as a potent tool for enhancing
listening skills, necessitating thoughtful solutions to overcome associated
challenges and difficulties. This study contributes valuable insights for educators,
guiding the design of materials that address both strengths and areas for
improvement in students' listening proficiency.
A. Conclusion
The outcomes of a study conducted by a researcher concerning Challenges
and Difficulties in Implementing Captions and Subtitles towards the Enhancement
of the Students' Listening Skills providing insight on the factor and all variable
that take part throughout the implementation of Captions and Subtitles towards
the Enhancement of the Students' Listening Skills during the learning process.
1. The Implementation of Captions and Subtitles on English Video
Towards Enhance Students' Listening Skills.
In concluding the exploration of the implementation of video with captions
and subtitles to enhance students' listening skills, it is evident that strategic efforts
significantly influenced students' cognitive engagement. The use of basic
conversation materials, coupled with repetition and guessing methods, aimed to
alleviate cognitive burden and prevent redundancy and split attention effects.
Observations reflected a gradual shift in students' responses, from heightened
focus to a more relaxed state, demonstrating the positive impact of assisted
learning media.
Challenges surfaced, particularly with on-screen text assistance, where
subtitles appeared to accelerate responses, possibly indicating a preference for
reading over listening. This aligns with the split-attention effect, emphasizing the
need for careful consideration in balancing on-screen text and auditory input. As
students' reactions evolved, it became clear that addressing cognitive load played
a crucial role in improving their listening skills.
2. The Challenges and Difficulties in Implementing Captions and
Subtitles on English Video to Enhance Students' Listening Skills.
The challenges encountered in implementing video with captions and
subtitles, as gleaned from interviews with students and teachers, offer nuanced
insights into the complexities of enhancing students' listening skills. Students
faced difficulties with fast-paced conversations and unfamiliar accents,
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particularly challenging for beginners emphasizing the role of top-down
processing and prior knowledge in understanding content. The absence of
subtitles or captions might hinder comprehension,but the existence of the verbal
cues, such as captions and subtitles, were noted to impact focus, aligning with the
modality effect's emphasis on dual-channel processing in this case, it was happen
when the students’ performance and learning outcome showed improvement, and
the potential for split-attention effects where the students simultaneously
processing audio and subtitles resulted in some students missing audio content
and made students to read more instead to.
From the teachers' perspective, challenges included the significant effort in
material preparation, requiring careful selection and creation of captions and
subtitles. Instances of unfamiliar words in captions highlighted the importance of
aligning vocabulary with students' proficiency levels. It is also important to
deliver the material so that it won’t make the students burdened in processing the
material. Both students and teachers acknowledged the potential hindrance of
subtitles, redirecting attention to on-screen text and presenting challenges
associated with simultaneous processing.
All the challenges underscore the importance of tailored approaches in
material design, considering factors such as proficiency levels, linguistic
knowledge, and the potential cognitive load associated with dual-channel
processing. Addressing these challenges strategically is crucial for optimizing the
use of captions and subtitles in enhancing students' listening skills.
3. The Enhancement of Students’ Listening Skills Through Captions
and Subtitles on English Video.
The final aspect delves into the impact of captions and subtitles on students'
listening skills, focusing on test results and implications. The findings indicated a
substantial improvement in students' performance, with scores gradually
increasing as the learning media transitioned from audio-only to subtitles. The
observed enhancement aligns with dual-coding theory and Mayer's modality
effect, confirming that the combination of visual and auditory elements optimizes
learning outcomes.
A nuanced distinction emerged between recall and comprehension test
results, revealing that students performed better in recall due to bottom-up
processing. Challenges in comprehension underscored limitations in top-down
processing, emphasizing the need for linguistic knowledge. This distinction
provides critical insights for educators, highlighting areas of strength and areas for
improvement in designing materials that foster holistic listening skills.
B. Suggestions
Drawing upon the aforementioned conclusions, the researcher puts forth
several suggestions.
1. For Teachers:
a. Diverse Implementation Strategies:
1) Explore various approaches to presenting audiovisual materials,
considering individual student preferences and learning strategies.
2) Tailor the implementation based on students' proficiency levels,
adjusting the complexity of materials to ensure optimal
comprehension.
b. Cognitive Load Management:
1) Experiment with various strategies such as text selection, reduced
speech rate, and repetition, etc to effectively manage students'
cognitive load.
2) Prioritize the reduction of redundancy, split attention effects, and
time for students to process the material for a balance between
audio and visual elements.
c. Continuous Professional Development:
1) Engage in ongoing professional development to stay informed
about the latest research and best practices in audiovisual material
for language learning.
2) Regularly assess and refine implementation strategies based on
observations and feedback from students, fostering continuous
improvement.
2. For Students:
a. Active Participation and Feedback:
1) Actively engage in the learning process by providing feedback on
preferred learning strategies, such as the use of captions, subtitles,
or audio-only methods or other preferred learning strategies.
2) Communicate challenges faced during audiovisual learning to help
teachers tailor strategies to individual needs.
b. Personalized Learning Approach:
1) Reflect on personal learning preferences and communicate them to
teachers to facilitate a more personalized and effective learning
experience.
2) Experiment with various approaches, such as using captions or
subtitles, to identify the most beneficial strategy for individual
learning styles.
c. Utilization of Support Services:
1) Take advantage of available support services, such as smart phone
or internet or any additional resources, to enhance language
learning beyond the classroom.
2) Seek assistance from teachers in understanding and overcoming
challenges related to audiovisual learning.
3. For Future Researchers:
a. Further Investigation on Implementation Strategies:
1) Conduct research to explore and compare various implementation
strategies of audiovisual materials in language learning,
considering factors such as proficiency levels and material
complexity.
2) Investigate the impact of diverse approaches on cognitive load
management and learning outcomes.
b. Exploration of Educational Psychology:
1) Explore the cognitive processes, behavior, and the interplay
between teachers and students, especially the relations between
learning instructions and its outcomes.
2) Investigate the nuances of on-screen text effects on students'
attention and comprehension, contributing to a deeper
understanding of cognitive processes.
c. Collaboration and Knowledge Sharing:
1) Foster collaboration among researchers to share insights and
findings related to the integration of Captions and Subtitless in
language learning.
2) Encourage the exchange of knowledge and methodologies to
contribute to the collective understanding of effective practices in
the field.

STAR20240062

62/2024

Perpustakaan Pusat

Tersedia