STUDENTS PERCEPTION ON DISNEY ANIMATED MOVIES AS SELF-DIRECTED VOCABULARY LEARNING MEDIA

Putri Swarno, Selma Seila Amelia (2025) STUDENTS PERCEPTION ON DISNEY ANIMATED MOVIES AS SELF-DIRECTED VOCABULARY LEARNING MEDIA. Undergraduate thesis, UIN Kiai Haji Achmad Siddiq Jember.

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Abstract

The use of digital media, particularly audio-visual materials such as
Disney animated movies, has created new opportunities in English language
learning, especially in vocabulary development. This research was conducted at
MTsN 2 Jember, where Disney animated movies were implemented as a medium
for self-directed vocabulary learning. Through their visual contexts, storylines,
and authentic language use, these movies offered both potential benefits and
challenges for students in acquiring new vocabulary.
This research aimed to answer the following research questions: (1) what are
students‘ positive perceptions of using Disney animated movies as self-directed
learning media for vocabulary learning? and (2) what are students‘ negative
perceptions of using Disney animated movies as self-directed learning media for
vocabulary learning? The aims of this research were to explore students‘
experiences in learning vocabulary through Disney animated movies and to
identify both the positive and negative perceptions related to their use in self�directed learning.
A descriptive qualitative approach was employed in this research. The data were
collected through open-ended questionnaires, interviews, and classroom
observations involving 22 ninth-grade students of MTsN 2 Jember. The data were
analyzed using the Miles, Huberman, and Saldana model, which includes data
reduction, data display, and conclusion drawing. Triangulation of techniques and
sources was applied to ensure the trustworthiness of the findings.
The findings revealed that students generally perceived Disney animated movies
as interesting, enjoyable, and helpful for vocabulary learning. The positive
perceptions identified included increased motivation, better understanding of
word meanings through visual context, improved pronunciation, and support for
independent learning. However, the negative perceptions were also found, such as
difficulty in understanding fast spoken English, dependence on subtitles, lack of
concentration due to distractions, and technical problems such as unstable internet
connection or unclear audio quality. This research concludes that Disney animated
movies have potential to support self-directed vocabulary learning when used
appropriately and accompanied by guidance to overcome the challenges faced by
students.

Keywords: Students‘ Perceptions, Disney animated movies, Self-Directed
Learning, Vocabulary learning.

Item Type:	Thesis (Undergraduate)
Subjects:	19 STUDIES IN CREATIVE ARTS AND WRITING > 1902 Film, Television and Digital Media > 190204 Film and Television 19 STUDIES IN CREATIVE ARTS AND WRITING > 1902 Film, Television and Digital Media > 190205 Interactive Media 20 LANGUAGE, COMMUNICATION AND CULTURE > 2003 Language Studies > 200302 English Language 20 LANGUAGE, COMMUNICATION AND CULTURE > 2003 Language Studies > 200303 English as a Second Language
Divisions:	Fakultas Tarbiyah dan Ilmu Keguruan > Tadris Bahasa Inggris
Depositing User:	Selma Seila
Date Deposited:	19 Dec 2025 06:58
Last Modified:	19 Dec 2025 06:58
URI:	http://digilib.uinkhas.ac.id/id/eprint/50380

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