Using Subtitles as a Bottom-Up Listening Strategy in a Montessori Islamic International School

Abstract

This best practice was conducted to address the gap between students’ different listening proficiency levels and the limited use of subtitles to support understanding spoken English during listening activity. The primary goal of this practice is to support young students in more accurately understanding spoken input by integrating YouTube videos with subtitles as a supplementary listening activity aligned with the learning objective of writing outlines, and this practice is based on the construct of Bottom-Up Listening theory from Richards’ (2008), which emphasizes decoding sounds, words, and linguistic cues as the foundation of listening comprehension. Two listening skills are adapted from this theory: distinguishing between positive and negative statements and identifying key words in spoken text. These skills were chosen to align with the characteristics of young students and to support the development of recognition of key transitions in discourse and key word recognition. The implementation took place in two level 5 upper elementary classes in an offline classroom setting. A YouTube video with subtitles selected as supporting input. Students were guided to focus on keywords while watching videos, followed by a simple written assignment to check understanding. This activity was implemented in conjunction with the supervisor to ensure alignment with the existing lesson plan. The result showed a positive student response to the use of subtitles. 10 out of 11 students reported that the subtitles helped them confirm meaning when spoken input was unclear. Students’ participation shows engagement indicating enhanced engagement in listening activities. Despite its strength, this practice faced challenges related to limited learning time, as the teaching practice was conducted only twice due to frequent school activities. For future practice, a longer implementation period and additional listening assignments are recommended to strengthen listening accuracy and maintain student engagement.