The objectives of this research are to know the challenges and
opportunities of using subtitled movie in teaching pronunciation for senior high
school. This research is qualitative approach. The participants of this research
were 19 students of eleventh grade at SMKS Agrobisnis. In this research, the
researcher used three data collection instruments namely: observation, and
interview. Data analysis techniques were carried out in three stages, which are
data reduction, data display, and conclusion drawing. The findings of indicate that
challenges of using subtitled movies in teaching pronunciation is that students
find difficulty because the film is too fast so that students have difficulty listening
to the pronunciation of a word in the movies. While the opportunities use of
subtitled movies as teaching pronunciation indirectly has positive opportunities
for students' interest and motivation to learning English, because students feel
very happy, interested, excited, and active in participating in the learning process
because they recognize that they get an interesting and different learning
experience from before. Therefore, the use of movies can be used as a teaching
medium in a fun audio and visual context that can access anywhere with various
types of movie choices to improve their skills.
A. Conclusion
Based on the findings and discussion in this study, the researcher
concludes that subtitled movies also have challenges in their use in learning
pronunciation such as students having difficulty listening to the pronunciation
of a word properly because movies are too fast so students cannot listen
properly. Although opportunities of the implementation of English subtitled
movies as learning pronunciation produce positive reactions. Where the
subtitled movie is able to provide positive effects for students in improving
pronunciation so that they are able to feel the benefits of the subtitled movie
such as they feel happy, interested, excited, play an active role, and they can
also gain new experiences in using technology. Most of students also gave the
perspective that this media can help them in improving their skills on two
components of speaking skills namely vocabulary and pronunciation.
Therefore, the use of English subtitled movies has challenges and
opportunities when used in teaching pronunciation, such as students have
difficulty in listening well because the movie is too fast, while students feel
very happy and enthusiastic when learning using English subtitled movies.
B. Suggestion
Based on the conclusions described above, there are several things.
proposed by the researcher include:
1. For English Teachers
It is suggested for teachers if want to use subtitled movie in teaching
pronunciation which pay attention, to choosing movie that easy listening,
so that students can more easily understand pronunciation very well.
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2. For Students
Learning may take place anywhere, not just in schools; the objects
around us can also be used English subtitled movie as learning resources.
Outside of school, English subtitled movie is widely accessible, and
technological advancements make it easier for us to access anything on
the YouTube or internet. Therefore, it is suggested to students in English
courses that they make use of advances in technology to obtain materials
that may be utilized to expand understanding and comprehension. It is
suggested students is to choose a movie whose subtitles are not too fast
so that it is easier for students to listen the movies pronunciation well.
3. For Future Researchers
It is suggested for future research, if want researcher English subtitled
movie, in order to interview the teacher who teaches.

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