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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents the different readings which deemed important

and related to the present study.

Related Literatures

These serve as links between the readers and the studies already

done, talks about aspects that have been already established or concluded

by other authors and also give chances to appreciate the evidences that have

already been connected by previous researches, and project the current

research work in the proper perspective.

The following are the select related literatures:

American Movies

In the United States, movies were the most popular and important form

of culture. They were the first of the modern mass media, and they ascended

to the top of cultural consciousness from the bottom up, with the lowest and

most invisible classes in American society providing the majority of their

support. It's crucial to acknowledge that movies have always been and will

continue to be key components of the cultural communication network, and

 16

that the structure of their content and control serves to determine the

character and direction of American culture as a whole (Sklar, 2012).

Movies do more than entertain; they also educate. Films have an

impact on how we assess the importance of a new occurrence and how we

respond to it. In other words, movies assist us in cognitively placing new

experiences into "slots," each of which requires a distinct response (Denvir,

2003)

American popular culture has more fans than any other popular

culture; film is one of the most popular kinds of entertainment and one of the

world’s most successful global companies. it becomes the focal point to see

America as a multifaceted yet varied society. Popular films such as

superheroes elicit a lot of interest from people of all ages. Children and adults

are vying for the opportunity to see their favorite superhero. ‘White American’

actors and actresses have dominated American films for decades. By the

time the American film industry begins to accept another race, it will be too

late. It is used to depict race in a variety of films, including superhero films

(Fithratullah, 2020).

Efficacy in Ability

Self-efficacy refers to one's belief in one's ability to learn or accomplish

tasks at a certain level. Researchers have investigated the role of self-

 17

efficacy in different areas, including education, business, athletics, vocations,

health, and wellness, since Bandura introduced the construct to the

psychology literature (Bandura 1997).

Self-efficacy has been found to have a significant impact on a person's

motivation, achievement, and self-control (Bandura, 1997; Multon, Brown, &

Lent, 1991; Pajares, 1997; Stajkovic & Luthans, 1998).

Human achievement is dependent on interactions between one's

behaviors, personal factors (such as thoughts and beliefs), and contextual

circumstances (Bandura,1986, 1997). Actual performances, vicarious

experiences, persuasions received from others, and physiological reactions

provide information for learners to assess their self-efficacy. Task selection,

effort, persistence, resilience, and achievement are all influenced by self-

efficacy beliefs (Bandura, 1997; Schunk, 1995). Students who believe they

are capable of understanding or doing a task interact more freely, work

harder, persevere longer when faced with problems, and succeed at a higher

level than students who doubt their ability.

Persuasive Impacts of Movies towards Students’ Behavior

This explain how people's attitudes and beliefs change when they are

exposed to somewhat complicated communications that consist of a

communicator's perspective. Several viewpoints that emphasize motivation

 18

as cognition address some of the limitations of most contemporary theories of

persuasion's cognitive emphasis. (Eagly and Chaiken 1984).

Scholars' concerns about how media negatively impacts viewers'

attitudes and behavior have generated a surge in critical thinking education in

the United States and worldwide. One of the foundations of media literacy is

to cultivate resistance toward this persuasive aim and critical watching skills.

The majority of television literacy activities are based on mass

communication or behavior change theories, and they involve media

analysis, evaluation, and production (Chen, 2019).

Influences of Movies in Enhancing Abilities

Students majoring in English are aware that watching English films can

help them enhance their listening skills. Subtitles can also help viewers

understand movie dialogue, and English movies are thought to be more

successful as teaching aids than other media. Students learners of English

believe that watching English films will help them improve their speaking

skills. Students believe that watching English movies has a greater direct

impact on listening ability than speaking ability (Liando, Sahetapi , & Maru,

2018)

From elementary school to college, everyone should acquire and

practice speaking as one of the basic skills in English. Unfortunately, a large

 19

number of pupils struggle to communicate in English. They do not pay

attention to English words, phrases, or sentences very much. Consequently,

they have a limited ability to communicate. Movies are an excellent source of

language input. Students will increase their listening comprehension and

speaking ability by watching videos that are based on real-life conversations

with native speakers (Pamula, 2020)

Attention Encourage by Viewers in Watching Movies

When language students are first introduced to subtitles in countries

where people rarely watch subtitled shows, such as the United States, they

typically feel guilty or annoyed, and language teachers are openly

antagonistic to their use. Subtitles are frequently regarded as distracting in

such situations, with viewers accusing them of encouraging viewers to rely on

the written text, diverting attention away from the actual spoken language,

and even encouraging a type of laziness bordering on cheating (Danan, M.

2004)

Behavioral Influence of American Movies

English is one of the world's most important languages. It is spoken as

a first, second, or foreign language by numerous people all over the world.

Listening, speaking, reading, and writing are the four language abilities that

people need learn and practice in order to communicate in English. Because

 20

all of these skills are related to one another, they are all required for learning

English (Anekjumnongporn, P. 2021)

Pronunciation Adapt by Learners in Watching English Movies

In the age of globalization, technological advancement requires all

English teacher to be more creative and original in their use of instructional

media. Teachers can employ audio-visual media such as movies or films to

help pupils enhance their English skills. There are a few benefits to using

English movies in English classes. Movies can maintain students’ enthusiasm

in studying English while also improve their listening and speaking skills, as

well as their pronunciation and vocabulary (Sari, & Sugandi, 2015)

Accurate pronunciation is important in English language learning

because it can assist learners avoid communication misunderstandings. The

importance of pronunciation in English language instruction was emphasized

by the students (Phan, & Tran, 2020)

Students’ pronunciation in English speaking skills can be improved by

watching a movie. Speaking is an important aspect of the English language.

While speaking, there is one factor to which individuals must pay attention.

Pronunciation is a crucial aspect of speaking ability. Pronunciation is

important in speaking since it reveals anything while someone is speaking

 21

and allows others to comprehend what they are saying based on how they

pronounce a word ( Yudar, Aditomo, & Silalahi, 2020)

Viewing Skills Abilities

There has never been a medium as popular and intimate as television

in the history of communications. There has never been a media that can

hold the attention of millions of people for long periods of time every day.

Viewers should investigate and study such a media. The development of

critical viewing abilities in the general population, particularly among young

people, aids in the sensible use of the television medium (Hefzallah, 1987).

Comprehension Improving Skills

Through multimodal texts offered as its visual media in learning

reading, movies can be made as tool to increase students’ critical thinking

and comprehension. Students can improve their reading skills by reading the

subtitles of movies and visualizing the imagery. Movies could be an effective

tool for motivating students to learn English and improving their language

skills. To motivate students to study English, English teachers could adjust

and construct reading materials based on the content of the films (Hanif, &

Wiedarti, 2021)
 22

Subtitles in any language are the finest way to learn about different

cultures, languages, and countries through the film. Subtitles may also

provide a fresh avenue for language acquisition and comprehension for

students. Subtitled movies are more effective than non-subtitled movies in

terms of boosting general comprehension (Ebrahimi, & Bazaee, 2016).

Films, according to King (2002), offer more instructional alternatives

and are a rich supply of naturally inspiring content for students. Learners who

are exposed to films can pick up some of the words and phrases used in the

movie and therefore improve their target language. Various sorts of films,

such as soap operas, science fiction, comedic, horror, and romance flicks,

pique people's curiosity and motivate them to learn. One of the most popular

pastimes among students is watching movies.

Films are commonly regarded as a medium that draws students'

attention and presents information in a much more natural (interactive)

manner than textbooks. Films pique the interest of students and can boost

their enthusiasm to learn (Kusumarasdyati, and Luo, 2004).

Comparing Gender Stereotypes about Movie

Women are expected to enjoy romantic and melodramatic films,

dubbed "chick flicks" or "tearjerkers," as well as comedies, but not action or

 23

horror films. Men, on the other hand, are thought to enjoy action and horror

films but despise sentimental and theatrical films (Oliver, 2000).

Insights Learned from the Related Literatures

From the related literatures, movies are the most popular and

important form of culture. Movies is our source of entertainment and people’s

medium of learnings. Watching movies can contribute to the acquisition of

our knowledge. It is a key component to enhance the vocabulary and

communication skills. At any age, communication skills can be strengthened

in a variety of ways. It is common knowledge in our country and around the

world that watching movies has a favorable impact on people.

Watching films with timely themes. Students benefit from movies not

only professionally, but also socially. These all-social events that occur in

society, movies address a wide range of topics from science, visual arts, and

history to families in crisis, social solidarity, drug use, and human rights.

Movies can be used as a primary or supplementary resource in a variety of

situations.

Related Studies

The different authors and writers had contributed enough and valid

proofs to give real results of this research. These serves as links between the
 24

readers and the studies already done, talks about aspects that have been

already established or concluded by other authors and also give chances to

appreciate the evidences that have already been collected by previous

researchers, and projects the current research work in the proper

perspective. The following are select related literatures:

The Impact of Watching English Subtitled Movies in Vocabulary

Learning in Different Genders

Many students learning English as a foreign language enjoy watching

English movies, which are available in many locations around the world

(EFL). Using movies with subtitles to teach a foreign language can help

students stay motivated, clear up ambiguity, and alleviate some of their

anxiety. The goal of this study was to see if there were any significant

differences in vocabulary learning between males and females when

watching subtitled movies. The statistical results revealed that, first, male and

female scores were not significantly different regardless of the genre of

subtitled movie. Second, participants in the experimental group did much

better than participants in the control groups in both genders after the

implementation of a subtitled movie. Finally, students' engagement in

learning and retrieval of new lexical elements can be improved by watching

movies with subtitles. However, further research is needed in the future to

 25

maximize the benefits of using movie content in EFL classrooms ( Sabouri,

Zohrabi, & Osbouei, 2015).

Influence of Online Word-of-Mouth on Consumers’ Motivations to Watch

Movies
The movie industry's content is high-risk since production

expenditures and marketing budgets are large, but box office results are

unpredictable. The impact of online word-of-mouth on customer motivation

and intention to view movies was investigated. A structural equation modeling

approach was used to test the suggested model in a survey of 337

customers. The findings revealed that professional movie media writers'

movie evaluations had a significant favorable impact on consumers' intrinsic

drive for displaying themselves by transferring their values and expressing

personal favor through movie watching. The intrinsic motivation of perceived

enjoyment was also positively influenced by popular media, with social media

having the greatest impact on consumers' intrinsic motivation. To increase

customers' motivation to see movies, filmmakers and marketers should focus

on the important platform of internet word-of-mouth (Yu, Lu,Chin, & Jhou,

2019).

Assessing the Impact of Modern Movies on Students

In the Uyo Local Government Area, parental guidance and

management of movies, pornographic movies, violent movies, smoking in

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movies, romantic movies, musical videos, and comedy movies have a

significant impact on adolescent behavior. The government should

adequately empower the National Films and Video Censors Board to regulate

the types of movies available to teenagers, adolescents must be educated on

the dangers associated with various vices portrayed in movies, and

adolescents must be enlightened on the dangers associated with various

vices portrayed in movies, according to the recommendations, there should

be a strong crackdown on the dissemination of pornographic materials,

secondary school discipline must be forced at all costs, and schools must

employ suitably educated counsellors to provide professional counselling to

problematic adolescent students ( Udofia, & Anyim, 2017).

Learning English through Movies: Adult English Language Learners’

Perceptions

Educators and second/foreign language educators have paid close

attention to the use of media in English teaching and learning. Movies, music,

films, and other sorts of entertainment-related learning aids are examples of

media use. However, little research has been done into adult language

learners' perceptions of the benefits and drawbacks of utilizing English films

to learn English. The purpose of this qualitative research study was to find

out how English learners felt about the usage of movies as English teaching

and learning methods. The study looked at what language learners say are
 27

the advantages and disadvantages of using English movies to improve their

language skills. Language learners stated that movies are real sources of

language learning and that they can be utilized effectively to improve

language abilities such as speaking, listening, reading, vocabulary, and

writing, according to the findings of the study. The findings also demonstrated

that movies are good in terms of enhancing pupils' cultural understanding,

according to language learners (Albiladi, Abdeen, & Lincoln, 2018).

Learning English through Watching Movies inside the Classroom

Learning languages has grown increasingly crucial in recent years.

Learning a new language not only improves individual intelligence, but it also

allows learners to enter and become more familiar with another culture, as

well as equipping them with the necessary tools to succeed and modify their

behavior. Listening to music, reading a lot, playing games, watching movies,

creating stories, and so on are all good activities to improve our English skills.

One of these methods is to watch movies, which may be used not only to

pass the time or to pass the boredom, but also to learn something,

particularly English. We may learn their pronunciation, spelling, and grammar

from the movies, as well as pick up a lot of new vocabulary. Students will be

enthralled by movies and will not become bored fast, especially if they are

watching their favorite films (Kurniawan, 2019)

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Impact of Films: Changes in Young People’s Attitudes after Watching a

Movie
Our goal was to gather new evidence on the beneficial impact of films

based on particular experimental research, in accordance with the empirical

orientation of our approach to the study of mass media influence. The goal

was to see if there were any changes in the attitudes of young people, who

were the most engaged viewers, toward current societal concerns after they

watched a specific video. Postgraduate students' sentiments toward senior

persons improved after watching the film, however undergraduate students'

negative assessments simply worsened. Individual differences in

respondents, such as age, educational status as an indicator of individual

psychological qualities, and contact experience, can explain the observed

contrary tendencies as a result of their interactions with senior people and, as

a result, their opinions toward elderly people prior to watching the film. The

discovery that prior attitudes moderate the impact of the film adds to the

growing body of knowledge about the role of individual differences in media

effects. The majority of the alterations observed just after watching the film

did not persist over time (Kubrak, 2020).

Insights Learned from Related Studies

Movies greatly influence to students’ development and a real source

of language learning. It is effectively helps to improve everyone abilities in

 29

speaking, reading, listening, writing and vocabulary. Students found watching

English movies not only to enhance their individual intelligences, but also to

be familiar with the other things.

Many people enjoy watching movies when they are bored and

stress. There are some people, mostly teenagers motivated to watch movies

because of its favorite movie series. Movies not only used to pass our

boredom, but also to learn something new. Movies greatly contribute in

every aspect of our life. Children, teenager or even adult can learn from it. It

depends how they are going to comprehend it and apply in their daily lives.