Concept Paper for Research

Research Problem Proposed

Research Question Methods
(context) Title
1. What is the socio- Participants The participants of the study will be from Senior EFFECTS OF K-
Korean dramas, more
demographic profile High School students of Mabuhay National High DRAMAS
popularly known as K-
of the students? In School, who were chosen at random.
dramas, refer to television ENGLISH
terms of:
series in the Korean SUBTITLE ON
language that is made in  Age THE
Sources of 1. Questionnaire
South Korea. They are  Gender VOCABULARY
popular worldwide, Data 2. Interview (face-to-face)
especially in Asia, partially 2. What is the average DEVELOPMENT
due to the spread of time of Data  Asking Permission OF STUDENTS
Korean popular culture watching/hours Gathering OF SENIOR
 Administering T-Test
(the “Korean Wave”) and spend on watching Method HIGH SCHOOL
in one day?  Conducting Survey
their widespread
availability via streaming  Conducting Interview (face-to-face)
3. What are the Main
services, which often offer  Random students’ that have watched
reasons/Factors
subtitles in multiple why Senior High Korean dramas
languages. School students are
attracted to watch
Over the years, the Data Analysis This research will make use of quantitative
Korean dramas?
Korean Wave, or “Hallyu” Plan correlation.
has captivated the entire 4. Is there a significant
Philippine media industry. association The analysis will be use to examine the impact
The popularity of Korean between a Korean of Korean drama’s English subtitles on the
dramas in the country has drama English vocabulary development of Senior High School
brought about a new form subtitles and the students.
of a trend that has inspired vocabulary
and influenced many development of the Numerical Rating Scale for Watching Korean
Filipinos in today’s students? Drama’s
generation of teens.
Moreover, it affects Range of Means Description Interpretation
English language skills,
not only verbal and reading 4.20 - 5.00 Strongly The students
skills are required as well Agree strongly agree
as analytical skills. Korean that they've
dramas increase enjoyed
someone’s vocabulary. watching Korean
Students may enjoy Drama’s.
learning vocabulary with
English subtitles while 3.40 - 4.19 Agree The students
watching Korean dramas. agree that
Its interesting plotlines, they've enjoyed
editing effects, and watching Korean
scenes/sets in Korean Drama's.
dramas motivated the
students to learn 2.60 - 3.39 Moderate The students
vocabulary. Watching average agree
Korean dramas is a that they’ve
reading activity that is a enjoyed
source of learning and watching Korean
satisfaction. Learners use Drama’s.
a variety of language
learning mastering 1.80 – 2.59 Low The students low
techniques for second agree that
language acquisition. This they’ve enjoyed
particular leisure activity watching Korean
may be considered Drama’s.
contextualized
learning. Vocabulary, as 1.00 - 1.79 Very Low The student very
one of the knowledge low agree that
areas in language, plays a they’ve enjoyed
vital role for learners in watching Korean
acquiring a language.” Drama’s.
(Cameron, 2001) Also,
every student has different
learning techniques. Rating Scale for Relationship Between Korean
Watching Korean dramas Drama’s English Subtitle and Students
with English subtitles, Vocabulary Development
based on Chun's (2015)
assertions, it can be Range of Means Description Interpretation
categorized as
contextualized learning, 4.20 - 5.00 Very High The students
since learners encounter have a very high
new vocabulary in written correlation
and visual context. between Korean
Fajariyah (2018) also drama’s English
conclude that watching K- subtitle and
dramas with English students
subtitles has many vocabulary
advantages for the development.
viewers: reading new
words that they never 3.40 - 4.19 High The students
encountered before and have a high
finding out the meaning correlation
through context, reviewing between Korean
a few words they recently drama’s English
figured out how in order to subtitle and
comprehend the story, and students
allowing them to get new
words and use them in vocabulary
their practice. development.
Furthermore, according to
Cameron (2001:73),
“Vocabulary is about 2.60 - 3.39 Moderate The students
learning words, children have an average
are not only expected to correlation
know the word but also between Korean
they have to know what the drama’s English
meaning of that word.” subtitle and
Understanding K-dramas students
will help increase your vocabulary
vocabulary. This is development.
because when reading
subtitles, you may come 1.80 – 2.59 Low The students
across unfamiliar words. have a low
The best way to find out correlation
what a word means is to between Korean
look it up in a dictionary. drama’s English
Therefore, this study aims subtitle and
to examine the impact of students
Korean drama's English vocabulary
subtitles on Senior High development.
School students'
vocabulary development 1.00 - 1.79 Very Low The students
and also to identify the have a very low
number of Kdrama’s they correlation
have watched that molded between Korean
their vocabulary. drama’s English
subtitle and
students
 vocabulary
development.

Before conducting T-test, gathering students’ data

Ethical and distribute questionnaires, the researcher will
Consideration assure that the research participants will not be
subjected to harm in any way whatsoever.
Additionally, participants have the right to withdraw
from the study at any stage if they wish to do so.
The researcher will also prioritize respect for the
dignity of research participants. Further, the
researcher assures that full consent must be
obtained from the participants before the study.
The identity of the participants is kept confidential
or anonymous to protect their names. The privacy
and anonymity of respondents and the research
data gathered thru them is of paramount
importance.
Proponents:

GROUP 5: CAPRICORN

LEADER

BAJO, RICABABE

MEMBERS

SALAZAR, NICOLE KEITH D.

ENTERA, RENELYN
ENELDAS, SHIELLA MARIE
CARPENTERO, CLARIZA E.
MALAYANG, ANA MARIE D.
AUSTRIA, EJAY
FABROA, JAMES A.