The Students’ Engagement and Perception in Learning Vocabulary By Using Movies Outside the Classroom

This study was motivated by the importance of using engaging media to improve English vocabulary learning, particularly in contexts where students have limited exposure to authentic English input. The purpose of this study was to investigate students’ engagement and their perceptions toward learning vocabulary through movies. This research employed a qualitative approach conducted with students of class VIII B at SMP Muhammadiyah Aimas. The data were collected through classroom observation and semi-structured interviews using purposive sampling. The findings revealed that movies enhanced students’ engagement in three aspects: behavioral, cognitive, and emotional. Behaviorally, students showed active participation and sustained attention during the learning process. Cognitively, they attempted to understand vocabulary, interpret dialogues, and applied strategies such as repeating scenes, using subtitles, and taking notes. Emotionally, students felt more interested, motivated, and relaxed, which reduced anxiety and created a positive learning environment. In addition, students had positive perceptions toward movie-based learning as it was considered more interesting, enjoyable, and effective in helping them understand vocabulary in context, as well as improving motivation and confidence. However, this study was limited to a small number of participants and focused on a single class. In conclusion, while movies are widely recognized as an effective medium for vocabulary learning, this study highlights their particular importance in low-exposure EFL contexts such as SMP Muhammadiyah Aimas in Sorong, Southwest Papua. In such settings, where students have limited access to authentic English input and learning is predominantly textbook-centered, movies function not only as an engaging medium but also as an essential source of language exposure that supports vocabulary development and sustained student engagement.