THE RELATIONSHIP BETWEEN MOVIE-WATCHING ACTIVITY AND LISTENING SKILL

(A Correlational Study of the Fifth-semester Students at theDepartment of English Education of State Islamic University of

Jakarta)

By:

Imam Achmad Dhamarullah1111014000019

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

i

ABSTRACT

Imam Achmad Dhamarullah (1111014000019). The Relationship betweenMovie-watching Activity and Listening Skill (A Correlational Study of theFifth-semester Students at the Department of English Education of StateIslamic University of Jakarta). Skripsi of English Education at the Faculty ofTarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic UniversityJakarta, 2015.

Advisor I : Drs. Nasifuddin Djalil, M.Ag.

Advisor II : Dadan Nugraha, M.Pd.

This study aimed to find and describe the relationship between movie-watchingactivity (variable x) and listening skill (variable y). This study was conducted atthe Department of English Education of State Islamic University of Jakarta. Thepopulation in this study was all of the fifth-semester students in the study year2015/2016, and the sample was 30 students.

The method used in this study was the quantitative method with the correlationaldesign. The instruments that were used to gather the data were questionnaire anddocument of students’ scores. The scores from both instruments were calculatedand analyzed by using statistical procedure of Product Moment Correlation to seeif there was any relationship between the two variables.

The result showed that there was a very low relationship, with the index value ofcorrelation coefficient ( ) of 0.177. Furthermore, the hypotheses testing showedthat was much lower that the correlation coefficient of the Product Momenttable ( ), which means that the null hypothesis (H0) was accepted. In conclusion,there is no relationship between the two variables.

However, further examination showed that this result may have been affected byseveral internal threats. First, the respondents’ watching frequency is stillrelatively low. Second, the respondents use subtitles when they watch movies,which may prevent them to optimally acquire the language, especially listeningskill.

Keywords: Correlational Study, Movie-watching Activity, Listening Skill

ii

ABSTRAK

Imam Achmad Dhamarullah (1111014000019). The Relationship betweenMovie-watching Activity and Listening Skill (A Correlational Study of theFifth-semester Students at the Department of English Education of StateIslamic University of Jakarta). Skripsi Jurusan Pendidikan Bahasa Inggris,Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri SyarifHidayatullah Jakarta, 2015.

Dosen Pembimbing I : Drs. Nasifuddin Djalil, M.Ag.

Dosen Pembimbing II : Dadan Nugraha, M.Pd.

Penelitian ini bertujuan untuk menemukan hubungan antara kegiatan menontonfilm (variabel x) dengan kemampuan mendengar (variabel y). Penelitian inidilaksanakan di Jurusan Pendidikan Bahasa Inggris, Universitas Islam NegeriJakarta. Populasi yang diteliti adalah seluruh mahasiswa Pendidikan BahasaInggris semester 5 pada tahun ajaran 2015/2016, dengan sampel sebanyak 30orang mahasiswa.

Metode yang digunakan di dalam penelitian ini adalah metode kuantitatif dengandesain korelasional. Instrumen penelitian yang digunakan untuk mengumpulkandata berbentuk angket dan dokumen nilai siswa. Skor dari kedua instrumenkemudian dihitung dan dianalisa menggunakan prosedur statisik Product MomentCorrelation untuk menemukan adanya hubungan antara kedua variabel.

Hasil perhitungan menunjukkan adanya hubungan yang sangat rendah, dengannilai koefisien korelasi (r ) sebesar 0.177. Uji hipotesis juga menunjukkan bahwanilai r jauh lebih rendah dari nilai koefisien korelasi tabel Product Moment (r )yang menyebabkan hipotesis nol (H0) diterima. Kesimpulannya, tidak adahubungan antara kedua variabel.

Namun, pemeriksaan lebih lanjut menunjukkan bahwa hasil tersebut dipengaruhioleh beberapa faktor internal. Pertama, frekuensi menonton responden masihtergolong rendah. Kedua, responden menggunakan subtitle ketika merekamenonton film, yang mencegah mereka untuk memperoleh kemampuanberbahasa, terutama kemampuan mendengar, secara optimal.

Kata kunci: Penelitian Korelasional, Kegiatan Menonton Film, KemampuanMendengar

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ACKNOWLEDGMENTS

In the name of Allah, the Most Beneficent, the Most Merciful.

All praise be to Allah, the Lord of the Worlds, who has blessed the writer

with strength, health, and resolve in finishing this skripsi as the final assignment

in his study. Peace and salutation may always be upon the Prophet Muhammad,

the savior of the humankind, who has brought the light onto this world and turned

it into a better place.

This skripsi is a scientific paper that is presented as one of the requirements

for the degree “S.Pd.” in English Education. There are many people who have

been very helpful and supportive during the writing of this skripsi. At this

opportunity, the writer would like to convey his utmost gratitude to them. The first

ones are his small family: his dearest mother Dewi Dian Melfa Linda for her

incomparable love and kindness; his father Adiamarta for his affection and

continuous support; his grandmother Suwarni for her care and endless prayers;

and his brother Amar Maulana Amirullah for all the laughter and fun he shared.

Next, the writer would like to thank his advisors, Drs. Nasifuddin Djalil,

M.Ag., and Dadan Nugraha, M.Pd., for patiently guiding him and giving him the

most valuable lesson and advice in writing this skripsi.

The writer would also like to express his gratitude and appreciation to:

1. All of the lecturers in the Department of English Education, for all the

precious knowledge and tremendous inspiration they have shared.

2. Dr. Alek, M.Pd., as his academic advisor and the Head of the Department of

English Education, and Zaharil Anasy, M.Hum., as the Secretary of the

Department of English Education.

3. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Tarbiyah and

Teachers’ Training.

4. Neneng Sunengsih, M.Pd., one of the Listening lecturers at the Department of

English Education, for sharing her insight and advice for this skripsi.

5. His aunt, Rahmi Putri Krisna, for her care, support, and affection.

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6. His big family for their support and motivation.

7. His beloved friends from high school, and from Department of English

Education, especially the members of class A of 2011, for the friendship, love,

knowledge, support, and time they have provided unconditionally.

8. English Education students from class 5A, 5B, and 5C, who have participated

in the study.

9. Everyone who has helped the writer, not only in the making of this skripsi, but

through the ups and downs of his university life. He cannot mention them one

by one; all he can say is he could not be more grateful for their contribution.

May Allah bless them all.

Lastly, the writer realizes that this skripsi is still far from being perfect.

Despite the help from the aforementioned people, there are weaknesses and

shortages in this skripsi that remain as the writer’s responsibility. He, therefore,

welcomes all kinds of corrections and suggestions for a better writing.

Jakarta, 18 November 2015

Imam Achmad Dhamarullah

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CONTENTS

ABSTRACT………………………………………………………………… i

ABSTRAK…………………………………………………………………... ii

ACKNOWLEDGMENTS………………………………………………..… iii

CONTENTS………………………………………………………………… v

LIST OF TABLES………………………………………………………….. vii

LIST OF FIGURES……………………………………………………….... viii

LIST OF APPENDICES…………………………………………………… ix

CHAPTER I : INTRODUCTION

A. The Background of the Study……………………..…….

B. The Identification of the Problems………………………

C. The Limitation of the Problems………………………….

D. The Formulation of the Problems………………………..

E. The Objective of the Study…….………………………...

F. The Significance of the Study……………………………

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CHAPTER II : THEORETICAL FRAMEWORK

A. Listening Skill……………...………………………….....

1. The Nature of Listening…………………..………….

2. The Views on Listening………………...……………

3. The Kinds of Listening……………...……………….

4. The Teaching of Listening…………...………………

5. The Teaching of Listening at the Department of

English Education…………..………………………..

6. The Difficulties in Listening…………………………

7. The Definition of Listening Skill…………………….

B. Second Language Acquisition Theories and Hypotheses..

1. The Acquisition-Learning Distinction……………….

2. The Natural Order Hypothesis……………………….

3. The Monitor Hypothesis……………………………..

4. The Input Hypothesis………………………………..

5. The Affective Filter Hypothesis……………………..

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C. Movie-watching Activity…...……………………………

1. General Views on Movies…………………………...

2. The Structure and Genres of Movies………………..

3. The Definition of Movie-watching Activity………...

D. Previous Related Studies………………………………...

E. Thinking Framework…………………………………….

F. The Research Hypotheses……………………………….

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CHAPTER III: RESEARCH METHODOLOGY

A. Place and Time of the Study…………………………….

B. Method and Design of the Study………………………...

C. Population and Sample of the Study……………………..

D. Instruments of the Study…………………………………

E. Data Collection Technique………………………………

F. Data Analysis Technique………………………………...

G. Statistical Hypotheses…………………………………....

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CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. The Description of the Data……………………….……..

1. The Respondents’ Background……………………...

2. Questionnaire Scores………………………………...

3. Listening Scores………………………………….….

B. The Analysis of the Data……………….………………..

1. Normality and Linearity Test…………….………….

2. Correlation Coefficient………………….…………...

3. Hypotheses Testing………………………………….

C. The Discussion of the Findings………………………….

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CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion……………………………………………….

B. Suggestion………………………………………………..

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REFERENCES……………………………………………………………... 59

APPENDICES………………………………………………………………. 61

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LIST OF TABLES

Table 1.1 Listening Scores of English Education Students of Class

2011................................................................................................. 4

Table 2.1 The Characteristics in Selecting Video…………...……………… 15

Table 3.1 The Development of the Indicators…………………...…………. 37

Table 3.2 Interpretations of Correlation…………………………………….. 40

Table 4.1 The Descriptions of Respondents…………………………...…… 42

Table 4.2 The Summary of Respondents’ Background……………………. 43

Table 4.3 The Questionnaire Scores………………………………………... 46

Table 4.4 The Listening Scores……………………………………………... 48

Table 4.5 The Normality Test Results of the Data…………………………. 50

Table 4.6 The Linearity Test Results of the Data…………………………... 50

Table 4.7 Product Moment Calculation Table……………………………… 51

Table 4.8 The Respondents’ Answers for Item Number 4…………………. 55

Table 4.9 The Comparison between Two Groups of Respondents…………. 56

viii

LIST OF FIGURES

Figure 2.1 Acquisition and Learning in Second Language Production….... 21

Figure 2.2 How Comprehensible Input Works in Language Acquisition..... 23

Figure 2.3 How Affective Filter Influences Input and Acquisition……….. 23

Figure 4.1 The Comparison of Respondents’ Gender……………………... 41

Figure 4.2 The Respondents’ Media Preference in Watching Movies…...... 41

Figure 4.3 The Respondents’ Genre and Subgenre Preference……………. 42

Figure 4.4 The Grouped Distribution of Questionnaire Scores…………..... 44

Figure 4.5 The Subtitle Languages Used by the Respondents…………….. 45

Figure 4.6 The Grouped Distribution of Listening Scores………………… 46

Figure 4.7 The Scatterplot of the Correlation……………………………… 51

Figure 4.8 The Comparison between Two Groups of Respondents……...... 53

ix

LIST OF APPENDICES

Appendix 1 Satuan Acara Perkuliahan of Listening 4…………………….. 62

Appendix 2 Original Questionnaire (Before Pilot-test)……………………. 67

Appendix 3 Raw Data from Pilot Test……………………………………... 71

Appendix 4 Final Questionnaire…………………………………………… 76

Appendix 5 Detailed Questionnaire Scores………………………………... 79

Appendix 6 Raw Listening 4 Scores………………………………………. 81

Appendix 7 The Grouping of Data………………………………………… 82

Appendix 8 Product Moment Table………………………………………... 84

Appendix 9 Letter of Permission...………………………………………… 85

Appendix 10 Samples of Filled Questionnaire……………………………… 86

1

CHAPTER I

INTRODUCTION

A. The Background of the Study

Language is a primary means of communication which enables people to

express what they have in their minds. To be fluent in a language, people must

acquire the following language skills: listening, speaking, reading, and writing.

The first step in this process is listening. It is often assumed that listening is a

passive process and it occurs without much effort. That is not true. Actually,

listening is a complex process that involves the process of hearing, identifying,

understanding, and interpreting spoken language, as described by Lewis.1

Meanwhile, Heinich used the terms encoding and decoding in illustrating this

process. A listener does not only hear what has been said by a speaker, but he/she

also has to decode the meaning in the utterance.2 Most of the time he/she has to

pay attention to the context and use his/her background knowledge to make sense

of what is said. Thus, it can be concluded that listening is an active process, and it

is not as easy as it seems.

Richards acknowledged the works of linguists such as C. Marcel, T.

Prendergast, and F. Gouin in illustrating the importance of listening by using a

situation concerning a little child with no language competence.3 These language

experts believed that naturally a child first acquires a language—his or her mother

tongue—through listening to the people in his or her language environment. That

means listening process may become the basis for the child’s language

development in this early stage. In the later stage, listening skill adheres to its

significant role. People get new information by listening to the news in television

1 Thomas R. Lewis, Listening, Review of Educational Research Vol. 28 No.2, 1958, p.89.2 Robert Heinich, et al., Instructional Media and Technologies for Learning, (New Jersey:

Pearson Education, Inc., 2002), 7th edition, p. 173.3 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (New York: Cambridge University Press, 2001), 2nd edition, pp. 7 – 9.

2

and radio. People also listen to each other when they converse. In fact, people

spent 50% of their time to listen.4

Considering its importance, especially in communication, many language

specialists and researchers have given more attention to listening in the past

decades. It can be seen in the numerous publications dealing with listening skill

and how to teach it, especially to ESL (English as a Second Language) and EFL

(English as a Foreign Language) learners. This skill is mostly taught in the

classroom by practice. Usually, the lesson consists of three parts: pre-listening,

listening, and post-listening.5 In the pre-listening activity, the teacher and students

usually discuss the new vocabulary or the topic of the passage. In (while-)listening

activity, the students are provided with an audio of conversation or monologue,

from which they are asked to find the main idea or some details. Students also

check their answers once they finish. Then, in post-listening activity, teacher can

repeat the audio and ask the students to examine the language or diction the

speaker used. Students also may be involved in a new discussion from the audio.

However, in reality, it has always been debatable whether language skills are

learnt or acquired. Stephen Krashen, one of the renowned specialists on language

acquisition theories, believed that language acquisition is different from language

learning—with the former being more important than the latter.6 Language

acquisition, according to him, involves a subconscious process in which a person

is not aware of the fact that he or she is acquiring a language, and it results into a

subconscious competence as in first language. It means that acquirers are not

generally aware of the exact rules of the language, like its grammar, for instance.

However, they have a feel of ‘correctness’. On the contrary, language learning

involves a conscious process in which someone knows the knowledge and rules of

4 Joan Rubin, “An Overview”, in David J. Mendelsohn and Joan Rubin (eds), A Guide forthe Teaching of Second Language Listening, (San Diego: Dominie Press, Inc., 1995), p. 7.

5 John Field, “The Changing Face of Listening”, in Jack C. Richards and Willy A.Renandya (eds), Methodology in Language Teaching, (New York: Cambridge University Press,2002), p. 242.

6 Stephen Krashen, Principles and Practice in Second Language Acquisition, (New York:Pergamon, 1982), Internet Edition, p. 32.

3

a language and is able to differ and explain the correct and incorrect sentence by

referring to the grammatical structure.7

Krashen’s Input Hypothesis is presumably the principal theory that supports

this research. Krashen believed that to acquire a language, there must be a

comprehensible input, or language in a form that is both understandable and

meaningful to the person. However, this input should be slightly beyond his or her

current competence (i). By understanding this input, the person will move from

his or her current competence to a slightly more advanced level, namely i+1.8 The

way people understand this input is influenced by several factors, including their

attitudes toward the input and the exposure they get. For example, a male student

with high confidence and low anxiety will likely to understand the input better.

The high amount of exposure he gets, may it be in the form of teacher’s talk, radio

shows, movies, or TV shows, also make it possible for him to get more input. In

conclusion, acquisition of language occurs when there is a comprehensible input.

By receiving comprehensible input with good attitudes, people can acquire a

language. Another point that should be emphasized is that the more people are

exposed to English language, the more likely they are to get the input that they

need in order to build language competence and skills.

In the Department of English Education, State Islamic University of Jakarta,

all four English skills are taught in 4 distinct courses. Listening skill itself is

taught in 4 levels; from Listening 1 to Listening 4. An informal interview with

several students revealed that Listening is viewed as difficult subject. Quite a lot

of the students often have trouble in understanding what the speaker says in the

tape—which leads to their achieving low or average scores in the test.

Furthermore, the students’ lack of listening skill also makes it hard for them to

follow the discussion in a seminar or lecture which may lead into

misunderstanding. These students’ problems reflect the ones that were recognized

by Ur. He addressed several problems that English language learners have to face,

such as inaccurate sound perception, inability to understand every word, inability

7 Ibid., p. 10.8 Ibid., pp. 20 – 22.

4

to understand fast and native-like speech, the need to listen more than once (which

can be troublesome in real-life situations), overwhelming reception of

information, and exhausting long passages.9

To provide a clearer view, the final listening scores from 3 classes of the

Department of English Education were reviewed and are represented on Table 1.1.

The scores range from around 60 to 80, and the average score had never exceeded

76. It should be noted that these scores may not entirely cover the students’

listening skill, because they were a combination of test scores and affective

aspects, such as attendance and class participation.

Table 1.1 Listening Scores of English Education Students of Class 2011

Course Average score Highest score Lowest score

Listening 1 74.29 84.30 61.45

Listening 2 75.12 85.80 62.20

Listening 3 68.75 83.20 61.90

Listening 4 70.75 87.2 58.00

After some preliminary observation, it was presumed that English Education

students who had low listening skill were rarely exposed to the English language

outside the classsroom. On the other hand, the students who had better listening

scores used learning strategies outside the classroom which allow them to be more

exposed to the language. These strategies can take forms of listening to music,

watching English television programs, or watching English movies. The writer

himself mainly got exposure through English movies, even though he watched the

movies for pleasure rather than an attempt to exclusively learn the language.

Intrigued, he then tried to explore the benefits of movies for language learners.

Jane Sherman, in her book, included feature films as one of authentic materials

that can be used in language class to develop language skills.10 She stated that

English movies may provide a useful training for improving English listening

9 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:Cambridge University Press, 1996), pp. 111 – 112.

10 Jane Sherman, Using Authentic Video in the Language Classroom, (Cambridge:Cambridge University Press, 2003), pp. 18 – 26.

5

skills because they contain utterances and conversations through which students

can get accustomed to language. Johnson noted how movies can be one of the best

tools in language learning. Movies can enrich students’ vocabulary, improve their

pronunciation, increase their ability to understand spoke language, and make

structure acquisition possible.11

Based on those explanations and Krashen’s Input Hypothesis, it is

theoretically possible that movies can provide comprehensible input and facilitate

the acquisition and development of listening skill. There should be a positive

relationship between movie-watching activity and listening skill, i.e. people who

watch a lot of English movies should also have a good listening skill. However,

there have not been many researches and publications that actually seek to prove

this. Yusvita tried to find the correlation between the students’ habit of watching

movie and its impact on their listening skill.12 She used questionnaire to gather the

data on students’ watching habit then correlate it to their listening skill by using

statistical analysis. Her research did show that there is a correlation, but upon

further examination, a glitch was found. The questionnaire in her research turned

out to ask more about students’ perception, while it should have concerned on the

activity of watching movies itself, may it be the watching frequency, kinds of

movies, characteristics of the movie, etc.

The issues presented above were found to be interesting and worth to be

researched under the title THE RELATIONSHIP BETWEEN MOVIE-

WATCHING ACTIVITY AND LISTENING SKILL (A Correlational Study of

the Fifth-semester Students at the Department of English Education of State

Islamic University of Jakarta).

11 Laura B. Johnson, Films in Foreign Language Teaching, The French Review, Vol. 29,No. 5, 1956, pp. 414 – 417.

12 Riri Yusvita, “The Relationship between Students’ Habit of Watching Movie and TheirListening Skill”, An Undergraduate Thesis at State Islamic University of Jakarta, Jakarta, 2010,unpublished.

6

B. The Identification of the Problems

From the background, several problems can be identified as the following:

1. The students of Department of English Education still lack listening skill.

They often have difficulties in understanding native speakers.

2. The students seem to have not yet received a sufficient amount of language

exposure to provide them with comprehensible input.

3. There have not been many researches to prove that movies can provide input

and help people acquire language and build their listening skill.

4. The previous related study was flawed, so an improvement was needed.

C. The Limitation of the Problems

After the problems had been identified, they were limited. The scope of this

study was limited to English Education students of State Islamic University of

Jakarta. The students’ activity of watching English movies was variable x and it

would signify the amount and kind of exposure that the students get. Their

listening scores was variable y and it would signify their listening skill.

D. The Formulation of the Problems

After the problems had been identified and limited, they were formulated into

a research question: Is there any positive relationship between students’ movie-

watching activity and their listening skill?

E. The Objective of the Study

This study aimed to find and describe the relationship between students’

movie-watching activity and their listening skill.

F. The Significance of the Study

This study is expected to contribute in the improvement of English Language

Teaching, especially in the Department of English Education of State Islamic

University of Jakarta, both theoretically and practically:

7

1. For the lecturers and other language practitioners: should there be a

significant and positive correlation between the two variables, the lecturers at

the Department of English Education may encourage the students to watch

English movies to improve their language skills. Furthermore, they can use

movies in their classes if possible.

2. For the students: if they want to improve their language skills and

competence, especially listening, they can try to watch English movies in

order to expose themselves to the language and develop their listening skill.

3. For the institution: the Department of English Education may conduct movie

screenings regularly to expose the students to English language.

4. For other researchers: they may inspect this topic more thoroughly to see the

extent of movies as a medium for language learning and language acquisition.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Listening Skill

1. The Nature of Listening

In general, listening can be defined as a process of receiving and

understanding information in spoken language. However, this process may not be

as simple as it appears to be. Listening differs from hearing in term of the process

that occurs. Hearing is a physiological process, wherein a sound wave enters

someone‘s ears and this wave travels through the nerves into the brain in the form

of electrical impulse. Meanwhile, listening process is more psychological. It

involves not only the process of hearing itself, but also the complex process of

human brain to identify, understand, and interpret the sound or utterance.1 Rubin

described listening as ―an active process in which listeners select and interpret

information which comes from auditory and visual clues in order to define what is

going on and what the speakers are trying to express‖.2

Brown went so far as describing eight rapid linear—if not simultaneous—

processes that are involved in listening. They are: (1) The listener receives a

sound which is called raw speech; (2) The listener determines the type of the

speech, e.g. a conversation, or a news broadcast; (3) The listener determines the

purpose of the speaker, e.g. to inform, to request, or to persuade; (4) The listener

recalls his/her background knowledge and chooses one that is relevant; (5) The

listener tries to interpret what the speaker means literally by using his/her

background knowledge. For example, when the listener hears a question “Where

are my glasses?” the speaker may be talking about spectacles or about cups; (6)

The listener tries to interpret what the speaker means contextually by considering

the situation. For the where are my glasses question, the listener may use his/her

background knowledge as well as situation like visual clues so he/she can make

1 Robert Heinich, et al., Instructional Media and Technologies for Learning, (New Jersey:

Pearson Education, Inc., 2002), 7th

edition, pp. 172 – 173. 2 Joan Rubin, ―An Overview‖, in David J. Mendelsohn and Joan Rubin (ed), A Guide for

the Teaching of Second Language Listening, (San Diego: Dominie Press, Inc., 1995), p. 7.

9

sense of the question; (7) The listener determines whether to store the information

in short-term or long-term memory; and (8) The listener deletes the form in which

the message was received and keeps important information or concept, if there is

any.3

The arguments above prove that, contrary to popular belief, listening is not a

passive process of receiving whatever kinds of sound into the ears. Rather,

listening is a process where a listener actively processes the information behind

the sounds in order to understand what the speaker means.

Among the four language skills, listening and reading are categorized as

receptive skills, while speaking and writing are productive skills. Even though

listening and reading are both receptive skills, the two certainly have differences.

The main difference is the medium. Listening skill is concerned with spoken

language, while reading skill is concerned with written language. Buck stated that

the medium is noteworthy because with spoken language, once the speaker

completed his or her utterance, it will be gone without a trace. Unlike when they

read something, people cannot go back to see what they just listened. Therefore,

they need to rely on their own memory of what was said.4 In addition, there are

many other characteristics of spoken language that are different from written

language and are often problematic for English language learners. These

characteristics will be discussed more thoroughly in the upcoming subchapter.

Listening is not the only skill that is concerned with spoken language. The

other related skill is speaking. Between listening and speaking, the former usually

gets less attention than the latter even though listening is equally important as

speaking. Brown exemplified how underrated listening is through a very common

case, namely the way people say the question ―Do you speak English?‖ In this

case, of course the asker means ―Do you listen/understand English?‖ as well, but

people tend to think of only speaking when they talk about foreign language.5 He

3 H. Douglas Brown, Teaching by Principles, (New York: Pearson ESL, 2000), 2

nd

edition, pp. 249 – 250. 4 Gary Buck, ―How to Become a Good Listening Teacher‖, in David J. Mendelsohn and

Joan Rubin (ed), A Guide for the Teaching of Second Language Listening, (San Diego: Dominie

Press, Inc., 1995), p.113. 5 H. Douglas Brown, op. cit., p. 247.

10

also mentioned that students listen more often than speaking in the classroom and

listening is what builds their comprehension of the language. Unfortunately,

teachers used to be very engrossed by speaking. Very often students were asked to

speak something in foreign language without even knowing the meaning. Brown

then stated that listening is the skill that should be given more emphasis,

especially in classroom.6 Rivers advocated the importance of listening skill by

illustrating a situation that involves a traveler. A person who is traveling in a

foreign country with little to no speaking skill could still use gestures or dictionary

to communicate with a foreigner. However, if that person does not have listening

skill, he or she would not be able to understand what is happening around him or

her, which may lead to confusion, frustration, and/or embarrassment.7

It may be true that listening skill used to be neglected. However, considering

its importance, especially in communication, many language specialists and

researchers have given more attention to listening in the past decades. It can be

seen in the numerous publications dealing with listening skill and how to teach it.

Some of the emerging English language teaching approaches and methods, like

the Natural Approach and Total Physical Response, also have stressed the

importance of listening comprehension in learning English. All the researches

have been valuable because listening is indeed an interesting field that needs to be

explored and developed more.

2. The Views on Listening

As complex as it seems, there have been efforts to understand listening

process better. There are two general views on how listening process works:

bottom-up and top-down views. The bottom-up model views listening as a linear

process. A listener reaches understanding by decoding parts to whole, i.e. from

smallest meaningful units (phonemes) to complete texts or utterances.8 Listeners

6 Ibid.

7 Wilga M. Rivers, Listening Comprehension, The Modern Language Journal, Vol. 5,

No. 4, 1966, p. 196. 8 David Nunan, Listening in Language Learning, in Jack C. Richards and Willy A.

Renandya (eds), Methodology in Language Learning, (New York: Cambridge University Press,

2002), pp. 238 – 239.

11

begin with understanding the phonetic level and gradually move to higher level:

syllabic, lexical, syntactic, semantic, pragmatic, and interpretative level.9

Consequently, meaning is obtained once the listener reaches the last step in the

process.

The top-down model has a closer meaning to the description of listening in

the beginning of this skripsi. It views listening as a process wherein the listener

actively reconstructs the original meaning of the speaker by using incoming

sounds as clues. The listener uses background knowledge as well as the context

and situation to make sense of what he or she hears.10

In other words, the listener

uses what he/she already know to predict what the message will contain, and uses

parts of the message to confirm, correct or add to this ‗prediction‘. In this

scenario, understanding is obtained gradually by the listener.

Understanding these two processing models is necessary when teachers need

to develop courses, materials, or lessons. For example, teachers should not only

teach bottom-up processing skills, like the skill to differentiate minimal pair, but

also encourage students to use their background knowledge and see the context.

For example, a teacher who is teaching the minimal pair /І/ and /i:/ may not only

give the explanation of how the phonetic symbols sound. The teacher can give a

sentence like “The sheep is in the field” and ask the students to examine the clues

in the sentence in order to decide which phonetic sound is present. For classroom

activities, the students may use a processing model for a particular purpose and

the other for a different purpose. For example in listening to details, bottom-up

model is used, while in listening for gist, the top-down model is used.

Ideally, the real listening process is the integration of the botom-up and top-

down models. Sometimes listeners need to pick up the details in order to

understand the whole utterance, while other times they need to rely on their

background knowledge.11

9 Ian S. P. Nation and Jonathan Newton, Teaching ESL/EFL Listening and Speaking,

(New York: Routledge, 2009), p. 40. 10

David Nunan, loc. cit. 11

Jeremy Harmer, The Practice of English Language Teaching, (Malaysia: Pearson

Education Limited, 2001), 3rd

Edition, p. 201.

12

3. The Kinds of Listening

Brown stated that there are two forms which spoken language takes. It can be

in the form of monologue or dialogue. The examples of monologue are speeches,

lectures, readings, or news broadcast, while the example of dialogue is a

conversation between two people.12

In real life, people generally have a purpose

in listening, no matter to which form. They may listen to a news broadcast to find

out about the winner of the election, for instance. They listen to a stranger when

asking for direction, they listen to a lecturer when they are in the class, etc.

Primarily, there are five kinds of listening sub-skills in accordance to listeners‘

purpose, as described by Harmer.13

Teachers can use this knowledge to develop

students‘ skill in the classroom. The sub-skills are:

a. Confirming expectation or making prediction

Listeners usually have expectation of what they are going to hear. For

example, when someone turns on the television and sees a montage of volcano

eruption, he will expect (and probably predict) that the news will be about a

disaster. He will listen to see if the information confirms his expectation. As he

listens, his prediction may or may not be confirmed until finally he forms an

understanding of the news.

b. Getting the general picture

Frequently, people listen to something to get the gist, or the general

information. In this case, details are not very important or relevant. Getting the

main point of an utterance is essential, especially in spoken language where

redundancy is expected. The example is when a person is conversing with his

friend about a movie. His friend tells him the details of the movie from the

beginning to the end and the details of every character. In this case, the listener

could focus on the main idea of the movie and ignore the details, as they are

irrelevant and arduous to keep up with.

12

H. Douglas Brown, op. cit., p. 251. 13

Jeremy Harmer, The Practice of English Language Teaching New Edition, (New York:

Longman, 1991), pp. 183 – 184.

13

c. Extracting specific information

Listeners very often listen to something only to get some pieces of

information. They can listen to a radio show but only to get the information about

their favourite musician, for instance. It does not mean the listeners do not

understand the rest of the information; they are still aware of it, only not very

focused. In the classroom, the example of activity is listening to a weekly weather

forecast.14

Teacher may ask the students to find out if the weather is sunny on

Tuesday. Hence they will focus on the keyword sunny and Tuesday when they are

listening to the forecast.

d. Extracting detailed information.

This is the opposite of listening to get the general picture. A listener‘s

purpose can be to get as much information as possible while he/she listens

intensively. The listener should be able to extract the details from the utterance.

The examples are when someone is listening to an important lecture, to the

announcement in the airport, or to the ingredients of a recipe. In these kinds of

listening, details are significant.

e. Recognizing function and discourse pattern.

When native English speakers hear someone say ―for example‖ they know

that what will follow is an example. When they hear ―in addition‖, they will

expect another piece of information. When they hear ―on the contrary‖, they know

that what comes after is a contrasting idea. Recognizing these patterns is

necessary because when people listen, these patterns give clues of what to come

and more importantly, give some time for listeners to think.

4. The Teaching of Listening

Listening can be taught intensively or extensively. This will lead to the terms

intensive and extensive listening. Intensive listening is the common technique. It

usually occurs in the classroom, where students practice listening to one or

multiple material thoroughly under the guidance of the teacher. Broughton

describes this as ―the close study and exploitation of a text for its meaning and the

14

Ibid., p. 217.

14

language used‖.15

The listening exercises normally involve three steps: pre-

listening, listening/while-listening, and post-listening. These three steps are

explained by Field as the following:

a. Pre-listening

In pre-listening activity, teacher and students prepare to listen. This usually

involves brainstorming vocabulary, reviewing grammatical points, and discussing

the topic of the passage. Teacher is supposed to set the purpose of the activity and

get the learner to be motivated.

b. While-listening

This is the main activity where students listen to tapes or audio. Before the

students listen, the teachers have to set the questions or instruction. This way,

students will know what to do/expect and not become clueless when they are

listening. The tasks may have purposes as stated before, like finding the main

topic or finding specific information. They can also involve labelling (e.g.,

marking a map), selecting (e.g., choosing one out of five picture based on

description), form-filling (e.g., registration form), etc. This step may end with

correcting the answer together.

c. Post-listening

In this last step teachers usually recall words, phrases, idioms, expressions,

etc that appear on the audio. Teachers may ask the students what the words mean,

what is the synonym of the word, etc. Teachers may also start a new discussion

from the topic.16

The popular format for the exercise is by using audio tapes. Aside from being

cheap and easy to use, tapes allow students to hear a large variety of voices, which

is good for improving their skill. As the technology advanced, some alternatives

to tapes emerged. Heinich listed compact discs or CDs and digital files or MP3s as

15

Geoffrey Broughton, et al., Teaching English as a Foreign Language, (New York:

Routledge, 1980), p. 66. 16

John Field, ―The Changing Face of Listening‖, in Jack C. Richards and Willy A.

Renandya (eds), Methodology in Language Teaching, (New York: Cambridge University Press,

2002), pp. 242 – 245.

15

substitutions for audio tapes.17

Recently, CDs and MP3s are even more

obtainable.

Video can also be an excellent option. Harmer noted the specialties of video,

like the availability of visual clues and cultural references, and simply being

interesting enough to boost students‘ motivation.18

According to Rubin, there are

three characteristics that should be considered when selecting video.19

They are

shown on Table 2.1.

Table 2.1 The Characteristics in Selecting Video

Aspects Characteristics

Video

1) There must be sufficient visual support in the forms of

physical setting/prop, action, and interaction. The visual

support is crucial to help learners form their understanding,

especially if there is a plot line involved in the passage.

2) The video must have good production value so there will be

no distracting aural or visual noise.

3) The video should not be subtitled or dubbed. Rubin argued

that subtitles only help if the goal is to improve vocabulary

mastery, not listening skill. It is because subtitles prevent

the students from listening to the sound and using visual

clues, while dubbing obviously means no English at all.

Rubin‘s argument is also supported by Ur who stated that

subtitle will be distracting for EFL learners, even if it is in

English.20

4) Length of segment should be considered based on the level

17

Robert Heinich, et al., Instructional Media and Technologies for Learning, (New

Jersey: Pearson Education, Inc., 2002), 7th

edition, pp. 175 – 179. 18

Jeremy Harmer, 2001, op. cit., p. 282 19

Joan Rubin, The Contribution of Video to the Development of Competence in

Listening, in David J. Mendelsohn and Joan Rubin (ed), A Guide for the Teaching of Second

Language Listening, (San Diego: Dominie Press, Inc., 1995), pp. 154 – 157. 20

Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University

Press, 1984), p. 66.

16

Aspects Characteristics

of the listeners because elementary and intermediate

listeners have very limited memory capacity and relatively

low background knowledge. The students may have

troubles in catching up with long videos.

Language

1) The language used in the video should be appropriate for

the listeners‘ level.

2) If the language is dense, it will be more difficult to follow.

A speech is dense when it has complex syntax. The order of

density from the most dense to the least dense is: newscast,

interview, drama.

3) The presence of recognizable words and phrases may help

ease listeners‘ understanding. For example, it will be easier

for Indonesian learners to watch a video about Borobudur

Temple than one about Pyramid because their background

knowledge will come to their aid.

Learner

1) The learners‘ sex, age, and interest should be considered.

Learners tend to be more attracted to materials that

represent their age or sex. They will also pay more attention

if the topic is interesting for them. For example, a class with

majority of male students will pay attention to a video

about sport.

2) As previously stated, learners‘ proficiency must be

carefully put into consideration when selecting the video.

The other way for listening exercise is by ‗live‘ listening. In ‗live‘ listening,

the students listen to a speaker who is present in the classroom. The speaker can

be the teacher or even a guest native speaker. The activities can be expanded

creatively, like listening to a story telling by one of the students, and listening to

live interview or conversation. This method has obvious advantages because the

17

speaker is there to provide visual clues if it is possible, and the students can clarify

unclear information.21

The other technique is extensive listening. Here students are required—or

rather, encouraged—to listen to a lot of materials, but they are free to choose

whichever materials that they like and whichever ones that they think can improve

their listening skill. Students mostly listen to the materials outside the classroom

at their leisure. There is little pressure and the learning goes in an unconscious—

and fun—way. Extensive listening is also satisfying in a sense that it demonstrates

that what the students have learnt in the classroom is useful in their real life.22

The

materials used in extensive listening are basically similar to those in

classroom/intensive listening. Teachers may provide various tapes, CDs, or digital

audio and video files that the students can borrow. It would be even better if the

materials are authentic or from real life, like news broadcast, movie, podcast, etc.

To make the activity become more focused, teachers may provide the students

with report forms. Teachers can assign a response journal, response poster, card

comments, or even comments on social media posts. The key is to make students

enjoy the process of listening practice and find many reasons to listen.

5. The Teaching of Listening at the Department of English Education

In the Department of English Education, listening and three other language

skills are obligatory courses for the students. Listening skill itself is taught in four

levels, from Listening 1 to Listening 4. The students need to pass a course before

they take the next level.

The teaching of listening follows the standard mentioned previously, with

lessons consisting of pre-listening, while-listening, and post-listening. The

materials vary from beginner lessons in Listening 1 to more advanced lessons in

the later Listening courses.

One of the primary data in this study is listening scores, and the scores were

taken from Listening 4 course. Listening 4 is the most advanced listening course

21

Jeremy Harmer, 2001, op. cit., p. 230. 22

Geoffrey Broughton, et al., op. cit., p. 69.

18

in the Department of English Education, and the scores from this course were

expected to represent the students‘ most recent skill and competence. This course

uses materials in the forms of academic and situational passages. The exercises

include finding main ideas, specific information, supporting ideas, speaker‘s

opinions, etc. (see Appendix 1). This course also emphasizes on the development

of the students‘ competence for IELTS (International English Language Testing

System) preparation.

6. The Difficulties in Listening

The difficulties in listening may come from the listeners themeselves

(internal) or from the characteristics of spoken language (external). Penny Ur

identified several common problems that the learners have. These problems are as

follows:

a. Learners often have trouble in catching the actual sounds of foreign language

because they perceive the sounds inaccurately;

b. Learners assumed that they have to understand every word, whereas not every

word necessarily adds meaning to the sentence;

c. Learners can not comprehend natural speech because they can not keep up

with the speed;

d. Learners often need to hear a speech more than once in order to fully

understand it;

e. Learners are often overwhelmed by the incoming information;

f. Learners get tired and lose their concentration when they have to listen to

long speeches or passages.23

To overcome these problems, learners need to practice a lot and develop their

own strategies. For example, if they cannot understand the sounds, they may

practice listening to various sounds and recognizing their pronunciation. If they

have trouble in understanding fast speech, they should get more exposure to fast,

23

Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), pp. 111 – 112.

19

but highly understandable speech, for example informal talks. They key is to

practice and get as much exposure as possible.24

Aside from learners‘ internal problems, there are also the external problems

that come from the speech itself. Spoken English language has special

characteristics which differentiate it from written language. These characteristics

can be problematic for ESL and EFL learners if they are not familiar. It is

important for learners to acknowledge the characteristics and be accustomed to

them. Brown pointed out 8 characteristics as the following:

a) Clustering

In written language, a sentence is the basic unit of organization. Meanwhile in

spoken language, people speak in ―chunks‖ rather than full sentence. People break

down speech into smaller groups or words, like clauses or phrases.

b) Redundancy

Spoken language is highly redundant. People often say more than what it

needs to convey the message. Redundancy includes repetitions, rephrasing,

elaborations, and insertions like ―I mean‖, ―well‖, and ―you know‖. Redundancy

may help listener to process the meaning by offering time or clues to what will be

said next. However, listeners should know that the redundant utterance itself is

usually not to be used in forming the message.

c) Reduced forms

Spoken language can be—and is often—reduced. The reduction can be

phonological (“Djeetyet?” for ―Did you eat yet?‖), morphological (contraction

like I‘ll), syntactic (Missing elements like ―When will you be back?‖ ―I will be

back Tomorrow, maybe‖), or pragmatic (when a phone rings a girl calls out to her

mother ―Mom! Phone!‖)

d) Performance variables

Unless the speech is planned, speakers usually have hesitations, pauses, or

correction when they speak. Brown expressed that a transcribed speech may look

ridiculous in written form, but people have little trouble in understanding it when

24

Ibid.

20

it is spoken. For example: “But, uh—I also—with this course if you’re playing

well—if you’re playing well then you go uptight about, uh, your game.”

e) Colloquial language

Colloquial language is language forms that are more often used in speaking

than writing. It often includes idiom, slang, and informal language. For example

in writing people use the word ―man‖, while in speaking people say ―guy‖.

f) Rate of delivery

People, especially native speakers, often seem to talk too fast which is

challenging for listeners. Furthermore, in reading people can reread the parts that

they do not understand while in listening people cannot rewind the utterance.

g) Stress and intonation

English is stress-timed language, which means there are stresses in the words

and in between syllables. It can be confusing to learners whose native language

does not have stress system. The intonation also takes significant role in giving

meaning to the utterance. For example, the intonation in a statement and in a

question is different. Intonation may also indicate more subtle message, like

emphasis, sarcasm, endearment, etc.

h) Interaction

In spoken language, usually people do not just listen. There is an interaction

between the two parties, like negotiation, clarification, maintenance of the

conversation, etc.25

7. The Definition of Listening Skill

After the literature on Listening has been reviewed, it is necessary to define

―listening skill‖ as the variable y of this study. Listening skill is the skill in

understanding the meaning behind spoken language. When people listen, they

identify the units in the sound or utterance, and use their background knowledge

to make sense of what they hear, and finally form their understanding. People

mainly listen to confirm their expectation and to get the general information,

detailed information, or specific information.

25

H. Douglas Brown, op. cit., pp. 252 – 254.

21

However, in forming their understanding, they may have difficulties, whether

internal or external. To overcome the difficulties, they need to practice listening

more frequently, get as much exposure as possible, and familiarize themselves to

the spoken English language.

B. Second Language Acquisition Theories and Hypotheses

Humans use language to communicate with each other. Ever since little

children are aware of and exposed to a rich language environment, they will begin

to naturally ―absorb‖ the utterances from the people around them. They will begin

to form a language competence and this occurrence is called first language

acquisition. When people ―absorb‖ one more language, it is called second

language acquisition (SLA).

The following discussion attempts to elaborate five theories and hypotheses

regarding Second Language Acquisition, mainly from the views of Stephen

Krashen, one of the pioneers of SLA research.

1. The Acquisition-Learning Distinction

Krashen argued that language acquisition is different from language learning.

Language acquisition, according to him, is a subconscious process in which a

person is not aware of the fact that he/she is acquiring a language, and it results in

a subconscious skill and competence. It means that acquirers are not generally

aware of the exact rules of the language, like its grammar, for instance. However,

they have a sense of ‗correctness‘; they can tell when a sentence feels correct and

when it feels incorrect even though they cannot identify the error. In contrast,

language learning involves a conscious process in which someone knows the

knowledge and rules of a language and is able to differ and explain the correct and

incorrect sentence by referring to the grammatical structure. Language learning

usually takes place in a formal institution.26

26

Stephen Krashen, Principles and Practice in Second Language Acquisition. (New York:

Pergamon, 1982), Internet Edition, p.10.

22

2. The Natural Order Hypothesis

This hypothesis believes that people—whether children or adults—acquire

grammatical structure in a predictable order. They usually begin with simple rules

and gradually acquire more complex rules.27

3. The Monitor Hypothesis

Once the distinction between language acquisition and language learning has

been identified, it is important to know how these two interact. Monitor

Hypothesis states that acquisition is responsible for someone‘s fluency while the

role of learning is limited as a monitor for language competence that is acquired

through acquisition. In producing, learners use the language that they acquired.

The language (rules) that they learned, on the other hand, helps them when they

need to edit or correct their produced language. Simply put, acquisition has a more

significant and direct role in someone‘s linguistic performance than learning does.

To illustrate, the relationship between the two is shown on Figure 2.1.28

Figure 2.1 Acquisition and Learning in Second Language Production

It is true that acquisition should be emphasized, but it does not mean learning

should be overlooked. By using the monitor, people could use the language that

they have not acquired. Krashen divided monitor users into three categories:

monitor over-users who use monitor all the time, which interrupts communication;

27

Ibid., pp. 12 – 13. 28

Ibid., pp. 15 – 16.

Acquired language competence

Learned language competence (as monitor)

OUTPUT

23

monitor under-users, who rarely use the monitor even when it can help; and

optimal users, who use the monitor in appropriate times.29

4. The Input Hypothesis

Once it is established that acquisition is the main goal, a question emerges:

―how do people acquire language?‖ This hypothesis seeks to answer that question

and it is perhaps the principal theory on which this study is based.

According to Krashen, people acquire language when they receive a

comprehensible input. It means a language input with a structure that is slightly

beyond their current competence but still meaningful to them. The inputs can be

received primarily from directly listening to other people‘s speech. With the

advancement of the mass media and technology, people can also get inputs by

listening to a news broadcast, listening to an English song, watching a television

program, or watching an English movie.

People can understand this input by using their current competence as well as

context and their background knowledge. A person‘s current competence can be

symbolized as i. In acquiring the language, this person moves from i to the next

level which is i+1. To get there, the person needs to understand an utterance, or an

input that contains i+1. It is important to emphasize ―understand‖ as there will be

no acquisition if the input is not comprehensible. It should also be noted that

―understand‖ here means understanding the meaning and not the form. The

process is represented on Figure 2.2.

Figure 2.2 How Comprehensible Input Works in Language Acquisition

29

Ibid., pp. 17 – 19.

i

i+1

i+1

i+1

i+1

Comprehensible input

Comprehensible input

Comprehensible input

Comprehensible input

24

One important part of this hypothesis is the emphasis on receptive skill,

mainly listening. People use their listening skill to receive and understand input.

Their ability to produce or speak emerges much later when the learners feel

ready.30

5. The Affective Filter Hypothesis

This main concern of this hypothesis is how acquisition is influenced by

people‘s affective factors. There is a language acquisition device (LAD) in the

brain whose function is processing input to become competence. However, there

is an affective filter between the coming input and LAD. What this filter does is

‗filter‘ the input and prevent the receiver from acquiring the language, as

illustrated on Figure 2.3.

Figure 2.3 How Affective Filter Influences Input and Acquisition

What make a person‘s affective filter are three affective factors: motivation,

self-confidence, and anxiety. When a person has low motivation, low self-

confidence, and high anxiety, the affective filter is strong. Thus, the person‘s

language acquisition device will receive the least input. In order to successfully

receive the input and acquire the language, the person needs to have optimal

attitudes towards the input. Optimal attitudes consist of high motivation, high self-

confidence, and low anxiety. To simplify: optimal attitudes will weaken the

affective filter, which will allow more input to be received. This will lead to a

successful acquisition.31

30

Ibid., pp. 21 – 22. 31

Ibid., pp. 30 – 32.

Input LAD Acquired

competence

Filter

25

From what is known about language acquisition in the explanations above, it

can be concluded that (1) acquisition is more important than learning, (2) people

acquire language by receiving a comprehensible input and with optimal attitudes,

and (3) the inputs can be provided primarily by listening to other people‘s speech,

either directly or through media like television programs, songs, movies, etc.

This section will briefly discuss how other factors can affect language

acquisition. There are four factors, namely language teaching, exposure, age, and

acculturation.

a) Language teaching (in the classroom) can help acquisition as long as

comprehensible input is provided and the condition allows optimal attitudes.

b) Exposure does not necessarily mean acquisition. Trying to expose oneself to a

language does not guarantee the person acquisition if the input is not

comprehensible. It should be noted, however, that the higher amount of

exposure grants more chance of comprehensible input to be available.

c) The younger is not always the better. Children seem to acquire faster than

adults because the inputs that they receive are relatively simpler, hence more

comprehensible.

d) Acculturation may allow people to adapt to the language community and get

comprehensible input. A good relationship between the learner and the

community may also provide low affective filter.32

C. Movie-watching Activity

1. General Views on Movies

According to Barsam and Monahan, a movie is a story, captured in a set of

celluloid strips/films, which are shown on a screen with certain speed to give the

impression of moving.33

Lately a lot of moviemakers have been shooting their

movies digitally, but the main characteristic of movies remains the same; a movie

or a film is a ‗motion picture‘. Movies have been a big part of human life. Barsam

32

Ibid., pp. 32 – 49. 33

Richard Barsam and Dave Monahan, Looking at Movies: An Introduction to Film,

(New York: W.W. Norton & Company, 2010), 3rd

edition, pp. 2 – 3.

26

and Monahan even stated that calling movie as ―the most popular art form‖ is an

understatement. That is how influential movies are.

As a form of art, movies are on a par with other artistic forms. Boggs and

Petrie acknowledge this fact by stating that:

Like painting and photography, film exploits the subtle interplay of light

and shadow. Like sculpture, film manipulates three-dimensional space.

But, like pantomime, film focuses on moving images, and as in dance, the

moving images in film have rhythm. The complex rhythms of film

resemble those of music and poetry, and like poetry in particular, film

communicates through imagery, metaphor, and symbol. Like the drama,

film communicates visually and verbally: visually, through action and

gesture; verbally, through dialogue. Finally, like the novel, film expands or

compresses time and space, traveling back and forth freely within their

wide borders.34

Despite those similarities, movies also have distinctive qualities:

The continuous interplay of sight, sound, and motion allows film to

transcend the static limitations of painting and sculpture-in the complexity

of its sensual appeal as well as in its ability to communicate

simultaneously on several levels. Film even surpasses drama in its unique

capacity for revealing various points of view, portraying action,

manipulating time, and conveying a boundless sense of space. Unlike the

stage play, film can provide a continuous, unbroken flow, which blurs and

minimizes transitions without compromising the story's unity. Unlike the

novel and the poem, film communicates directly, not through abstract

symbols like words on a page but through concrete images and sounds.

What's more, film can treat an almost infinite array of subjects.35

An example to illustrate the points above is when people see a play on a

stage; they can only see what their seating position allows them to. If a stage

performer holds something, say a bracelet, even the audience who sits on the front

row can hardly see it. With movies, on the other hand, every viewer can explore

the story with the same size. The moviemaker can use special characteristics of

movie to show the bracelet, then the character face to build emotional relationship

with viewers, and probably a flashback to three years before the scene to show

34

Joseph M. Boggs and Dennis W. Petrie, The Art of Watching Films, (New York:

McGraw Hill, 2008), 7th

edition, p. 3. 35

Ibid.

27

how the character got the bracelet.36

Thus, movies allow both moviemakers and

the audience to explore the story in the finest fashion.

Not only a form of art and expression, movies also provide a promising career

path. Movie industry is one of the biggest industries in the world. This industry

has produced a large number of successful and popular moviemakers and movie

stars. In terms of commercial success, a movie can gross millions of dollars. For

example the recent Jurrasic World (released 2015, director Colin Trevorrow) has

earned over 1.5 billion of dollars worldwide.37

Even a classic movie like Titanic

(released 1997, director James Cameron) still earns money to date, making it the

second highest-grossing movie of all time with over 2 billion dollars.38

Movies

that create a cultural phenomenon, like Star Wars franchise, do not only earn

money from ticket sales, but also the sales of merchandise like action figures and

costumes. The movie industry does not only concern the moviemaking process,

but also the external aspect such as critics, which are inevitable for a form of art.

Many people these days consider being a movie critic as a fine profession, which

can be seen from websites such as Internet Movie Database (www.imdb.com),

Rotten Tomatoes (www.rottentomatoes.com), and Letterboxd

(www.letterboxd.com).

Movies have become a big part of humans‘ life and culture to the point that it

is undeniable that people, even the most reclusive ones, must have watched a

movie at least once in their life. Movies have become very accessible for

everyone. People can go to nearby theatres to watch new movies, or they can go to

their local DVDs stores. Even if people cannot go anywhere, they can still watch

movies at home on television and stream or download the movies from the

internet. Most movies are also released with subtitles or dubbing for worldwide

release, so people who do not understand English, for instance, can still watch a

movie using their first language.

Not only do people watch movies for entertainment, but they also do it for

pedagogic purposes. In (native) English classes, movies are often used to a vast

36

Richard Barsam and Dave Monahan, op. cit., p. 5. 37

www.boxofficemojo.com, accessed on 25 October 2015. 38

Ibid.

28

extent. Movies are typically used in English classes, but it can also be used in

other fields, including Biology, Chemist, and History, even Law and Adolescent

Development.39

In ESL and EFL classes, the use of movies also receives nods

from teachers. An experiment conducted by Ismaili shows that movies can

develop students‘ listening and communication skills.40

Johnson noted that

watching movies in foreign languages give benefits for students, such as (1) their

ability in understanding spoken language increases, (2) their pronunciation

improves (3) they acquire new vocabulary, (4) they can develop students‘ self-

expression ability, and (5) they unconsciously adapt to the language‘s

grammatical forms and sentence patterns in context.41

Movies are a medium

through which ESL/EFL students can get exposed to the target language and

receive a comprehensible input. Movies also provide students with authentic

English language with its unique characteristics. Furthermore, movies have the

good characteristics of video for students (see Table 2.1), such as visual supports

and cultural reference.

2. The Structure and Genres of Movies

Barsam states that the way the story in a movie is told is called its narrative.

The narrative structure of a movie has several elements, they are:

a. Story and plot. Story refers to the whole universe where the events of the

movie occur, while plot is the parts of that universe that is presented on the

screen.

b. Order is the way the events in the movie are sequenced.

c. Events are what happen in the movie.

d. Duration can refer to story duration, which is the implicit amount/length of

time the whole events happen; plot duration, which is the amount of time the

plot happens; and screen duration, which is the length of the movie itself.

39

Cheryl Bluestone, Feature Films as a Teaching Tool, College Teaching, Vol. 48, No. 4,

2000, pp. 141 – 146. 40

Merita Ismaili, The Effectiveness of Using Movies in EFL Classroom, Academic

Journal of Interdisciplinary Studies, Vol. 2, No. 4, 2013, pp.121 – 129. 41

Laura B. Johnson, Films in Foreign Language Teaching, The French Review, Vol. 29,

No. 5, 1956, pp. 414 – 417.

29

e. Suspense and surprise. Suspense is what audience expect to happen but does

not happen, while surprise is what audience do not expect to happen, but

happens.

f. Repetition is the number of times an element recurs in the plot.

g. Characters are the individuals who are involved in the story.

h. Setting is the time and place in which the story occurs.

i. Scope is the range of time and place from which to which the plot occurs.

j. Narration and Narrator. Narration is the story telling of the movie. It can be

visually (by camera work) or orally (by narrator).42

Movies can be categorized based on the recurring elements or pattern in them.

This categorization results in the term genre. Some movies focus on one genre,

while some others mix the genres by adding elements from other genres to make

the movie more interesting. From mixing elements from other genres, many new

genres emerge. Filmsite identifies 11 main genres, namely action, adventure,

comedy, crime/gangster, drama, epics, horror, musical, science-fiction, war, and

westerns; and 13 subgenres, including fantasy, romance, biography, and

thriller/suspense.43

The definition and examples of several genres and subgenres

are as follows:

a) Action, usually include energetic actions, with elements like chases, rescues,

escapes, battles, and fights in a spectacular pacing. These actions usually

involve the traditional good versus bad characters. The examples of such

genre are James Bond franchise, and Kill Bill volume 1 & 2 (2003 & 2004).

b) Adventure, is similar to action genre which aims to entertain the audience

with energetic actions. However, adventure movies usually focus more on

travels, explorations, quests, treasure hunts, etc. Some notable examples are

Indiana Jones and Pirates of the Caribbean franchises.

c) Animations, or animated films are made from drawing or illustrations which

are photographed and projected in rapid succession. Animations are often

mistaken as a genre while in fact, animation is a filmmaking technique.

42

Richard Barsam and Dave Monahan, op. cit., pp. 119 – 142. 43

www.filmsite.org, accessed on 25 October 2015.

30

Animated movies are usually intended to attract younger audience even

though quite animated movies use more complex and mature themes. Well-

known examples of animations are produced by Walt Disney studio, such as

Snow White and the Seven Dwarfs (1937) and Aladdin (1992).

d) Comedy, usually have simple and amusing plots with dialogues, situation,

and characters that invoke laughter from the audience. Some examples are

Monty Python and the Holy Grail (1975) and Airplane! (1980).

e) Drama, serves mostly serious and realistic stories which show characters and

their relationship with themselves, other people, or life and nature. This genre

is perhaps the largest and broadest genre because it can expand to other

subgenres, like historical drama, melodrama, family drama, etc. Some

examples of dramatic movies are Taxi Driver (1976), The Help (2011), and

Paris, Texas (1984).

f) Fantasy, entertains audience by serving imaginative stories with elements

like magic, mythology, and fairy tales. Notable examples of this subgenre are

Harry Potter trilogy and The Lord of the Rings trilogy.

g) Horror, aims to frighten the audience. Usually there is a presence of

supernatural elements, like ghosts, possession, cults, monsters, etc. The

frightener can also be in the form of a homicidal maniac. Some examples are

Psycho (1960), The Shining (1980), and Insidious (2010).

h) Musicals, usually have characters that express themselves by singing and/or

dancing. Notable examples include The Sound of Music (1965), and Les

Miserables (2012).

i) Romance, are dramas that focus on romantic relationships between

characters. Some popular examples are Annie Hall (1977) and Titanic (1997).

j) Science fiction or sci-fi, mainly focuses on humanity‘s relationship with

advancement of science and technology, like robots, time-machine, or outer-

space. However, very often most science fictions are about speculative

fantasy life beyond humanity, like aliens, viral plague, or disasters. Notable

examples of this genre are Star Wars franchise, Solaris (1972), and

Interstellar (2014).

31

k) Thriller, aims to thrill the audience or keep them ‗on the edge of their seats‘

by creating suspense and anxiety. It usually involves mystery and characters

that are in possible danger like homicide or terrorism. Notable examples of

this genre are the movies by Alfred Hitchcock like Read Window (1954) and

Vertigo (1958).

l) War, takes place in the middle of a war conflict. The characters can be

soldiers, or people affected by the war. Some examples are Saving Private

Ryan (1992) and Pearl Harbor (2001).

3. The Definition of Movie-watching Activity

After the general characteristics of movies have been reviewed, it is necessary

to define ―movie-watching activity‖ as the variable x of this research. According

to Oxford Advanced Learner‘s Dictionary, watch is a verb that means ―to look at

somebody/something for a time, paying attention to what happens‖.44

Meanwhile,

activity is a noun that can mean ―a thing that you do for interest or pleasure‖.45

In this study, movie-watching activity is the activity of looking and paying

attention to a movie. The watching activity here can be done by using any possible

media, and with or without the aid of subtitle. The movie here refers to all genres

of motion pictures that use English language in their narrative. However, the

movies that have been dubbed to languages other than English are not included in

the scope of this study.

D. Previous Related Studies

The first related study was conducted by Yusvita. She sought to find the

relationship between the listening skill and the watching habits of 40 second grade

students of MTs Hidayatut Thalibin, South Jakarta. She used questionnaire to

collect the data on students‘ watching habit and she used students‘ score provided

by teacher as the data of the students‘ listening skill. She correlated the scores

44

Oxford Advanced Learner’s Dictionary. (Oxford: Oxford University Press, 2010), 8th

edition, p. 1738. 45

Ibid., p. 15.

32

from questionnaire with their listening scores by using Pearson Product Moment

statistical procedure. The findings of her research showed a moderate correlation

between the watching habit of students at MTs Hidayatut Thalibin and their

listening skill with index correlation value 0,46. However, her research also

showed weakness, mainly in the questionnaire. Rather than asking how the

students watched the movies, most of the questions asked how the students

perceived the use of movies as a learning material. Furthermore, the response only

involved three scales/options.46

The next related study which was conducted by Rahman focused on how the

amount of time that students spent in watching English movies relates to their

vocabulary mastery. The sample in this research was 64 second graders at MAN 1

Semarang. Rahman used a questionnaire to measure the students watching

frequency and a test to measure their vocabulary mastery. He found a correlation

with index value of 0.584. It was a positive correlation which means the more

students watch movies, the more they improve their vocabulary mastery.47

The last related study which was conducted by Mutmainah sought to find the

relationship between students‘ habit of listening to English songs with their

listening skills. The sample in this research was 80 second graders at SMPN 2

Kota Tangerang Selatan. She used questionnaire to measure the students‘ listening

habit and a test to measure their listening score. After calculating the data with

Pearson Product Moment statistical procedure, she found a relationship between

two variables with correlation index of 0,541, which means a moderate

correlation.48

46

Riri Yusvita, ―The Relationship between Students‘ Habit of Watching Movie and Their

Listening Skill‖, An Undergraduate Thesis at State Islamic University of Jakarta, Jakarta, 2010,

unpublished. 47

Arif Rahman, ―Correlation between Frequency of Watching English Movies and

Vocabulary Mastery of Second Grade Students of MAN 1 Semarang in the Academic Year of

2011/2012‖, An Undergraduate Thesis at IAIN Walisongo, Semarang, 2012, Unpublished. 48

Muthia Mutmainah, ―The Relationship between Students‘ Habit in Listening English

Songs and Their Listening Ability‖, An Undergraduate Thesis at State Islamic University of

Jakarta, Jakarta, 2014, unpublished.

33

E. Thinking Framework

After reading the materials, the writer understood that in acquiring language

competence and skills—including listening skill—a person needs to receive a

comprehensible input. The more amount of exposure also provides more

possibility for receiving input. One of the ways to receive this input is by

watching English movies. Not only can a movie provide input, but it can also

familiarize the listener with authentic spoken language with its unique

characteristics. Movies also provide visual clues and optimal attitudes for

understanding input. Therefore, the writer assumed that there is a positive

relationship between students‘ movie-watching activity and their listening skill. It

means that the students who watch a lot of English movies will have a better

listening skill. If a significant relationship was found, then language learners and

teachers can try to use movies as a means to improve listening skill.

F. The Research Hypotheses

Two research hypotheses were established as a possible answer to research

question. The first one is H1 or alternative hypothesis, and the second one is H0 or

null hypothesis:

H1 = There is a positive relationship between students‘ movie-

watching activity and their listening skill

H0 = There is no relationship between students‘ movie-watching

activity and their listening skill

34

CHAPTER III

RESEARCH METHODOLOGY

A. Place and Time of the Study

The research was conducted at the Department of English Education, Faculty

of Tarbiyah and Teachers’ Training, State Islamic University of Jakarta. The

University is located on Jalan Ir. H. Juanda No. 95, South Tangerang, Banten

province, Indonesia. The data collection process started from 5 to 28 October

2015.

B. Method and Design of the Study

The method used in this research was quantitative method. This method

emphasized objectivity by using numbers, statistics, structure, and control. The

research used a correlational design, which is usually used in assessing

relationships between two or more variables.1 In this research, the variables are

students’ movie-watching activity (x) and their listening skill (y).

C. Population and Sample of the Study

The population of the research was all of the fifth semester students at the

Department of English Education in the study year of 2015/2016. There are three

classes (A, B, and C) with the total of 67 students. In deciding the sample, mixed

methods in two phases were used. The first method was convenience sampling,

which is a sampling method by choosing available individuals. The second

method was simple random sampling, in which the participants were randomly

selected.2 In the first phase, the students were asked if they were available to

participate in this study, to which 53 students responded affirmatively. These 53

1 James H. McMillan and Sally Schumacher, Research in Education, (Boston: Pearson

Education, Inc., 2006), 6th

edition, pp. 23 – 25. 2 Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in

Education, (New York: McGraw Hill, 2009), 7th

edition, pp. 93 – 99.

35

students then were given the questionnaire to fill. Not all of the filled

questionnaires were used, because there were several incomplete questionnaires.

In the next or final phase, only 30 questionnaires from the respondents were

used. These 30 students were chosen randomly to be the main respondents.

According to Fraenkel and Wallen, 30 is the minimum sample size of a

correlational study.3 From the 30 respondents, 12 were from class A, 12 from

class B, and 6 from class C. Furthermore, 20 of the respondents were female and

10 were male.

D. Instruments of the Study

There were two main instruments used in this study. The first one was the

document of respondents’ achievement test. Achievement test is a test that is used

to measure what students have learnt in a specific subject.4 In this study, the

subject was Listening 4 and the scores were taken from the final test scores.

Listening 4 was chosen based on the suggestion from the Listening lecturer. These

scores are the most recent listening scores of the respondents, and hence are

expected to represent their listening skill more accurately. Furthermore, the data

collection would not be time-consuming because the scores were already available

in the archive of Department of English Education.

The second instrument was questionnaire with scaled options. It was used to

collect the data of respondents’ movie-watching activity. This instrument was

advantageous because it was economical, easy to administer, and accurate.5 The

questionnaire consisted of two sections. The first section aimed to gather the

respondents’ background: gender, age, length of exposure, preferred genres, and

preferred media in watching. The second section was the main questionnaire that

aimed to measure the respondents’ movie-watching activity. The scale used in the

questionnaire was Likert scale, which is widely used and easy to modify based on

the nature of the questions/statements.6 The scale goes as follows: Hampir Selalu

3 Ibid., p. 335.

4 James H. McMillan and Sally Schumacher, op. cit., pp. 191 – 192.

5 Ibid., pp. 194 – 199.

6 Ibid.

36

(Almost Always), Sering (Frequently), Kadang-kadang (Sometimes), Jarang

(Rarely), and Hampir Tidak Pernah (Almost never). The questionnaire was

administered in Indonesian to avoid confusion from respondents.

The steps in creating the main questionnaire were:

1) Developing Conceptual Design

From the literature that had been reviewed, several concepts regarding listening

skill were identified. After that, theories on language acquisition were used in

bridging the concept of listening skill and movie-watching activity. The

conceptual design involves eight aspects: (1) language acquisition; (2)

comprehensible input; (3) exposure; (4) attitudes; (5) subtitle use; (6) familiarity

with unique characteristics of spoken language; (7) familiarity with situation

and/or culture; and (8) visual clues.

2) Developing Operational Design

After the conceptual design had been established, the operational design was

composed as the following:

a. Language acquisition is more important than language learning.

Acquisition occurs unconsciously, while learning occurs consciously.

(Stephen Krashen)

b. People acquire a language by receiving comprehensible input. (Stephen

Krashen)

c. A large amount of exposure can provide the likelihood of comprehensible

input. (Stephen Krashen)

d. An input can best be received with positive attitudes. (Stephen Krashen)

e. The kinds of movies that best provide input are the ones with no subtitles.

(Joan Rubin, Penny Ur)

f. In improving their listening skill, people should familiarize themselves

with spoken English language and its unique characteristics. (H. Douglas

Brown)

g. Visual clues can help listener understand a speech/utterance. (Jeremy

Harmer, Joan Rubin)

37

h. The listeners can understand better if they are familiar with the situation or

culture in which the speech/utterance takes place. (Joan Rubin)

3) Developing the Indicators and Creating Items

After the conceptual and operational design had been established, the

indicators were developed (Table 3.1) and the items were created (Appendix 4).

Table 3.1 The Development of the Indicators

Aspects Indicators Item numbers Total

Language

Acquisition

The respondents’ listening skill

improves unconsciously because

they watch movies

5, 6 ,7 3 items

Comprehensible

Input

The respondents can understand

the story and the language in the

movies that they watch

8, 9, 10, 11, 12 5 items

Exposure The respondents watch movies

frequently 1, 2, 3 3 items

Attitudes The respondents have a positive

feeling when they watch movies 20 1 item

Subtitle Use The respondents watch English

movies without using subtitle 4 1 item

Familiarity with

Spoken

Language

The respondents can identify the

characteristics of spoken

language in the movies that they

watch

13, 14, 15, 16 4 items

Familiarity with

Situation and

Culture

The respondents can understand

the language used in the movie

because they are familiar with

the situation in the story

19 1 item

The respondents can understand

the language used in the movie

because they are familiar with

the culture shown in the story

18 1 item

Visual Clues

The respondents can understand

the language used in the movie

because of the help from the

visual elements

17 1 item

TOTAL 20 items

38

4) Testing the Validity of Questionnaire

Before the questionnaire was administered to the respondents, it was pilot-

tested to 22 English Education students from the ninth semester. The pilot test was

done in order to decide whether the items were valid or invalid, and whether the

invalid ones—if there are any—should be kept, revised, or removed. The validity

test was done by using SPSS Statistics program and the result can be seen in

Appendix 3.

The original questionnaire had 38 items (see Appendix 2), but after the pilot

test, the final questionnaire turned out to contain 20 main items (see Table 3.1 and

Appendix 4). In scoring the questionnaire, the responses were coded. The

response Hampir Selalu has 5 points, Sering has 4 points, Kadang-kadang has 3

points, Jarang has 2 points, and Hampir Tidak Pernah has only 1 point. An

exception was made for item number 2: the response ―>10‖ has 5 points, ―8 – 10‖

has 4 points, ―5 – 7‖ has 3 points, ―2 – 4‖ has 2 points, and ―≤1‖ has 1 point.

E. Data Collection Technique

In collecting the data of respondents’ listening skill, the document of

respondents’ Listening 4 scores were obtained from the administrator of

Department of English Education (See Appendix 6). In collecting the data of

respondents’ movie-watching activity, the respondents were asked to fill the

questionnaire. Their responses were then calculated based on the coding (See

Appendix 5).

F. Data Analysis Technique

This research is a correlational research which aims to find a relationship

between two variables. The students’ movie-watching activity is the independent

variable (x) and the students’ listening skill is the dependent variable (y). After the

scores from questionnaire and the scores from the Listening 4 final test were

obtained, the normality and linearity of these data were tested by using SPSS

Statistics. It was done in order to decide the statistical procedure that would be

39

used. If the data distribution was normal and linear, then the analysis would use

parametric procedure.

The normality of the data was checked by using SPSS Statistics program. The

tests used were Kolgomirov-Smirnov and Shapiro-Wilk. The steps are: Click

Analyze → Descriptive Statistics → Explore. Put the variables on the Dependent

List box. Click Plots and check the Normality plots with tests. Click Continue and

OK. If the index significance is more than 0.05, then the data distribution is

normal.

The linearity of the data was also checked by using SPSS Statistics program.

The steps are: Click Analyze → Compare Means → Means. Put the dependent

variables (Listening skill) on the Dependent List box. Put the independent

variables (Movie-watching Activity) on the Independent List box. Click Options

and check the Test for Linearity. Click Continue and OK. If the index significance

is more than 0.05, then the data distribution is linear.

After being analyzed on SPSS, the data distribution was found to be normal

and linear (see Tables 4.5 and 4.6), so the statistical analysis would use parametric

procedure, which was Product Moment Correlation statistical procedure with the

formula as follows:

∑ (∑ )(∑ )

√[ ∑ (∑ ) ][ ∑ (∑ ) ]

In which:

= the correlation coefficient

N = the number of respondents

X = the questionnaire scores

Y = the listening test scores

∑ = the sum of questionnaire scores multiplied by listening test scores

∑ = the sum of questionnaire scores

∑ = the sum of listening test scores

∑ = the sum of squared questionnaire scores

∑ = the sum of squared listening test scores

40

The degree of correlation is represented by correlation coefficient or r. The

range of r is from –1 ≤ r ≤ +1. If the value of r is close to 1, it means the

correlation is strong. If the value of r is positive, that means the correlation is

positive: if the value of variable x increases, the value of variable y will also

increase. Mean while, if the value of r is negative, that means the correlation is

negative: if the value of variable x increases, the value of variable y will decrease.7

In interpreting the coefficient of correlation, the guidelines on Table 3.2 was

used.8

Table 3.2 Interpretations of Correlation

The correlation coefficient Interpretation

0,00 – 0,20 Very low correlation

0,20 – 0,40 Low correlation

0,40 – 0,70 Moderate correlation

0,70 – 0,90 High correlation

0,90 – 1,00 Very high correlation

G. Statistical Hypotheses

Hypotheses are needed in order to answer the research question and draw a

conclusion for the research. The statistical hypotheses of this research are:

H0 :

H1 :

In which:

H0 = There is no relationship between students’ movie-watching activity and

their listening skill

H1 = There is a positive relationship between students’ movie-watching activity

and their listening skill

7 Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo Persada,

2005), pp. 180 – 187. 8 Ibid., p. 193.

41

To test the hypotheses, the correlation coefficient from the calculation ( )

will be compared to correlation coefficient from Product Moment table ( ). To

find , the degrees of freedom must be calculated using the following formula:9

In which:

= degrees of freedom

N = number of cases (respondents)

nr = number of variables

After the value of is calculated, can be determined in 5% significance.

The criteria for hypothesis testing are:10

1) H0 will be accepted if , which means that there is no relationship

between the two variables

2) H1 will be accepted (and H0 will be rejected) if , which means that

there is a relationship between the two variables.

9 Ibid., p. 194.

10 Ibid., p. 195.

42

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

A. The Description of the Data

There are two variables in this research, which are students’ movie-watching

activity (x) and students’ listening skill (y). The data of variable x were obtained

from questionnaire (see Appendix 4). The questionnaire consists of two sections.

The first section aims to gather the respondents’ background and the second

section aims to gather the score for statistical analysis.

1. The Respondents’ Background

From the first section of the questionnaire, there are three descriptions of the

respondents: gender, age, and the length of exposure. From all 30 of the

respondents, 10 of them are male and 20 are female. The ages of the respondents

are mostly identical, which is around 19 – 20 years old. Meanwhile, the length of

exposure or the number of years they have spent in learning English slightly

varies. 53% of the respondents have learnt English for more than 10 years, 37%

respondents have learnt it for 7 – 9 years, and the rest of the respondents have

only learnt for about 4 – 6 years (see Appendix 5).

Table 4.1 The Descriptions of Respondents

Respondent Gender Age Length of

exposure

1 F B C

2 F B C

3 F B D

4 M B D

5 F B D

6 M B D

7 M C C

8 M C C

9 F B C

10 F B C

43

Respondent Gender Age Length of

exposure

11 F B D

12 F B D

13 F B D

14 F B C

15 M B D

16 M C C

17 M B C

18 F B D

19 M B B

20 F B D

21 M B D

22 F B D

23 F B D

24 M B B

25 F B D

26 F B C

27 F B D

28 F B B

29 F B C

30 F B D

Table 4.2 The Summary of Respondents’ Background

Category Number of

Respondents Percentage

Gender:

M (Male) 10 33%

F (Female) 20 67%

Age:

A (17 – 18 years old ) 0 0%

B (19 – 20 years old) 27 90%

C (21 – 22 years old) 3 10%

D (23 – 24 years old) 0 0%

Length of exposure:

A (1 – 3 years) 0 0%

B (4 – 6 years) 3 10%

C (7 – 9 years) 11 37%

D (≥10 years) 16 53%

44

Figure 4.1 The Comparison of Respondents’ Gender

Aside from the respondents’ background, the first section of the questionnaire

also describes the respondents’ preference in watching movies, namely the

preferred media and genres. In this case, the respondents were allowed to choose

multiple options. The findings show that the most used medium is digital media

file. It is probably because digital media file, such as mkv, mp4, or avi formats,

are easier to obtain through the internet. Interestingly, online streaming is the least

used medium, even though it also requires internet. This is probably due to the

fact that streamed movies can only be watched once; while digital media file can

be saved in computer’s storage to be watched repeatedly.

Figure 4.2 The Respondents’ Media Preference in Watching Movies

33%

67%

Male Female

20

15

6

15

22

0

5

10

15

20

25

Movie theater DVD Online

streaming

Television Digital media

file

Th

e n

um

ber

of

resp

on

den

ts

Watching Media

45

The findings also showed that the respondents’ preference in choosing the

movie genres and subgenres is quite evenly distributed. Animation is the most

preferred genre; chosen by 67% of the respondents, while romance and fantasy are

the second most preferred ones; each chosen by 63% of the respondents. This is

probably due to the nature of the three genres. Animated movies are often

intended for younger audiences, hence the language and the story are usually easy

to understand. Animated movies often use colorful pictures in their narrative,

which makes the audience interested. Fantasy has imaginative elements that are

interesting for the audience, and romantic movies are appealing and relatable to

many teenagers and young adults. The least preferred genre is war, which was

chosen by only 20% of the respondents. This is probably due to the violence

shown in such movies that can make audience uncomfortable. Moreover, the

questionnaire provided ―Other genre‖ option, which can be filled by respondent.

Only one respondent filled this option and the genre he chose was ―Con-artist‖.

The respondent also gave examples of the genre, which were Ocean Trilogy and

the Italian Job.

Figure 4.3 The Respondents’ Genre and Subgenre Preference

17 18 20

18 16

19

13 12

19 17

14

6

1 0

5

10

15

20

25

Th

e n

um

ber

of

resp

on

den

ts

Genres and Subgenres

46

2. Questionnaire Scores

The second section of the questionnaire contains 21 questions/statements. 20

of which were the main questions with scaled responses that are used in

determining the questionnaire score, while 1 question is used to determine the

subtitle language used by the respondents. The findings show the total score of

2290 points. The average score is 76.33, and the highest and lowest scores are 89

and 64 respectively. From 30 respondents, 18 respondents choose to use

Indonesian when they watch movies with subtitle. Meanwhile, 12 respondents

choose to use English (see Appendix 5).

Table 4.3 The Questionnaire Scores

Respondent Score Subtitle Language

1 67 English

2 70 Indonesian

3 85 Indonesian

4 89 English

5 79 English

6 65 Indonesian

7 77 English

8 76 English

9 71 Indonesian

10 78 English

11 80 Indonesian

12 83 Indonesian

13 64 Indonesian

14 77 English

15 79 Indonesian

16 78 English

17 83 English

18 70 Indonesian

19 79 English

20 86 English

21 69 Indonesian

22 77 Indonesian

23 76 Indonesian

24 81 Indonesian

47

Respondent Score Subtitle Language

25 84 Indonesian

26 72 Indonesian

27 73 English

28 76 Indonesian

29 80 Indonesian

30 66 Indonesian

TOTAL 2290

Indonesian = 18

English = 12

Average 76.33

Max 89

Min 64

To simplify the questionnaire data, the scores were grouped by using the steps

suggested by Susetyo:1

1) Determining range of the data (R)

2) Determining the number of interval classes (k)

3) Determining the length of interval classes (i)

4) Creating the grouped data distribution table (see Appendix 7).

Figure 4.4 The Grouped Distribution of Questionnaire Scores

1 Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama,

2010), pp. 20 – 21.

4

5

7

8

5

1 0

1

2

3

4

5

6

7

8

9

63 – 67 68 – 72 73 – 77 78 – 82 83 – 87 88 – 92

Fre

qu

ency

Questionnaire Scores

48

Figure 4.5 The Subtitle Languages Used by the Respondents

3. Listening Scores

The listening scores were obtained from the archive of Department of English

Education. The scores were taken from Listening 4 course, specifically the final

test scores. These score are the most recent listening score of the respondents, and

hence are expected to reflect their listening skill (variable y) more accurately. The

findings show the total score of 2439.25 with the average score of 81.3. The

highest score is 97.5 and the lowest is 67.5.

Table 4.4 The Listening Scores

Respondent Listening Score

1 67.5

2 68

3 75

4 92.5

5 81.25

6 83.75

7 86.25

8 90

9 71.25

10 76.25

11 97.5

12 81.25

13 75

14 86.25

60%

40%

Indonesian English

49

Respondent Listening Score

15 68.75

16 93.75

17 80

18 85

19 71.25

20 86.25

21 86.25

22 90

23 71.25

24 72.5

25 85

26 85

27 80

28 92.5

29 72.5

30 87.5

TOTAL 2439.25

Average 81.3

Max 97.5

Min 67.5

Figure 4.6 The Grouped Distribution of Listening Scores

3

8

4

9

5

1 0

1

2

3

4

5

6

7

8

9

10

65 – 70 71 – 76 77 – 82 83 – 88 89 – 94 95 – 100

Freq

uen

cy

Listening Scores

50

B. The Analysis of the Data

1. Normality and Linearity Test

The normality of the data was checked by using SPSS Statistics program. The

tests used were Kolgomirov-Smirnov and Shapiro-Wilk.

Table 4.5 The Normality Test Results of the Data

VARIABLES Kolmogorov-Smirnov

a Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Movie-watching

Activity (x) .146 30 .101 .972 30 .604

Listening Skill (y) .135 30 .174 .952 30 .197

a = Lilliefors Significance Correction

The test results showed that the Kolmogorov-Smirnov significance value for

variable x was 0.101 and for variable y was 0.174. The Shapiro-Wilk significance

value for variable x was 0.604 and for variable y was 0.197. All of the values were

higher than 0.05, which means that the data were distributed normally.

Table 4.6 The Linearity Test Results of the Data

VARIABLES

Sum of

Squares df

Mean

Square F Sig.

Listening Skill *

Movie-watching

Activity

Between

Groups

(Combined) 1116.638 19 58.770 .601 .837

Linearity 65.456 1 65.456 .670 .432

Deviation from

Linearity 1051.181 18 58.399 /.597 .836

Within Groups 977.573 10 97.757

Total 2094.210 29

The linearity of the data was also checked by using SPSS Statistics program.

The significance value of the variables was found to be 0.432, which is higher

than 0.05. It means that the data distribution was linear. Since the data distribution

was normal and linear, the statistical analysis would use parametric procedure,

which was Product Moment Correlation.

51

2. Correlation Coefficient

In order to find the correlation coefficient, the questionnaire scores (variable

x) and listening scores (variable y) were calculated by using Product Moment

Correlation statistical procedure. The formula is:

∑ (∑ )(∑ )

√[ ∑ (∑ ) ][ ∑ (∑ ) ]

To find the values needed in the formula, the data from variable x and y are

put into a calculation table.

Table 4.7 Product Moment Calculation Table

N X Y XY X2 Y

2

1 67 67.5 4522.5 4489 4556.25

2 70 68 4760 4900 4624

3 85 75 6375 7225 5625

4 89 92.5 8232.5 7921 8556.25

5 79 81.25 6418.75 6241 6601.563

6 65 83.75 5443.75 4225 7014.063

7 77 86.25 6641.25 5929 7439.063

8 76 90 6840 5776 8100

9 71 71.25 5058.75 5041 5076.563

10 78 76.25 5947.5 6084 5814.063

11 80 97.5 7800 6400 9506.25

12 83 81.25 6743.75 6889 6601.563

13 64 75 4800 4096 5625

14 77 86.25 6641.25 5929 7439.063

15 79 68.75 5431.25 6241 4726.563

16 78 93.75 7312.5 6084 8789.063

17 83 80 6640 6889 6400

18 70 85 5950 4900 7225

19 79 71.25 5628.75 6241 5076.563

20 86 86.25 7417.5 7396 7439.063

21 69 86.25 5951.25 4761 7439.063

22 77 90 6930 5929 8100

23 76 71.25 5415 5776 5076.563

24 81 72.5 5872.5 6561 5256.25

25 84 85 7140 7056 7225

52

N X Y XY X2 Y

2

26 72 85 6120 5184 7225

27 73 80 5840 5329 6400

28 76 92.5 7030 5776 8556.25

29 80 72.5 5800 6400 5256.25

30 66 87.5 5775 4356 7656.25

∑ 2290 2439.25 186478.8 176024 200425.6

∑ (∑ )(∑ )

√[ ∑ (∑ ) ][ ∑ (∑ ) ]

( )( ) ( )( )

√[( )( ) ( ) ][( )( ) ( ) ]

√[ ][ ]

√[ ][ ]

√

From the calculation, the index value of correlation coefficient was found to

be 0.177. According to the table of correlation interpretations (see Table 3.2), this

number is classified into the lowest class of 0.00 – 0.20, which means that there is

a very low correlation between the two variables.

3. Hypotheses Testing

To test the hypotheses, the correlation coefficient from the calculation ( )

will be compared to correlation coefficient from Product Moment table ( ). H0 or

the null hypothesis will be accepted if and rejected if . To find ,

the degrees of freedom must be determined first:

53

Note:

= degrees of freedom

N = number of cases (respondents)

nr = number of variables

After looking at the table (see Appendix 8), the of a one-tailed test in the

level of significance of 5% and of 28 was found to be 0.306. The index value of

is far bigger than the index value of (0.177) which means that the null

hypothesis is accepted. In conclusion, there is no relationship between students’

movie-watching activity and their listening skill.

Figure 4.7 The Scatterplot of the Correlation

54

C. The Discussion of the Findings

Even though the reviewed literature has shown that movies could be

beneficial for language acquisition and the building of language competence and

skills, the findings of the research show the index value of correlation coefficient

( ) of 0.177 which is very close to zero. According to Sudiyono, the index

correlation value between 0.00 – 0.20 shows very low/weak correlation, so this

correlation is usually ignored.2 The comparison between and the index value

of Product Moment table ( ) also shows that , which means the null

hypothesis is accepted.

The scatterplot of the correlation shows a positive relationship; with the

regression line tends to the right side. However, the dots are evidently far from the

line, which makes the relationship weak. (Figure 4.7)

To explain this phenomenon, the internal threats to the validity of the

questionnaire scores were explored. Even though many respondents’ total scores

are relatively high, their scores per item show threats to the validity of the total

score. Several findings were found:

1) From the items number 8, 9, 10, 11, and 12, which ask about the kind of input

that the respondents usually received by watching movies (see Appendix 4),

the average scores are relatively high (3.8, 4.5, 3.9, 3.7, and 3.6)(see

Appendix 5). This means that the inputs are rather comprehensible. However,

from item number 2, which asks about the number of movies that the

respondents watch per month, the average score is 2.7. This shows that the

amount of exposure that the respondents receive is actually low, which

lessens the probability of an input being present.

2) The kinds of movies that best provide input and build listening skill are the

ones with no subtitles.3 However, from the item number 4, which asks

whether the respondents use no subtitles (see Appendix 4), the average score

is 3. It means that the respondents still have quite a high tendency to watch

2 Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo Persada,

2005), p. 193. 3 Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University

Press, 1984), p. 66.

55

English movies using subtitles. This, of course, means that the inputs are not

optimally received because they read the subtitle rather than listen to the

dialogues. Moreover, 60% of respondents choose to use Indonesian subtitle

(see Figure 4.5).

3) The findings in point number 2 then may directly affect the findings in point

number 1. If the respondents use subtitles—and the ones that are in

Indonesian, their perception of ―understandability‖ of the language in the

movies may be biased.

For more explanation regarding the subtitle use, the respondents’ answers for

item number 4 were compared. The item asks “How often do you watch English

movies without using subtitle?” None of the respondents answered it with Almost

Always, 10 respondents answered Frequently, 11 respondents answered

Sometimes, 7 respondents answered Rarely, and 2 answered Almost Never.

Table 4.8 The Respondents’ Answers for Item Number 4

Groups of

Respondent Answer Respondents

1 Almost Always -

2 Frequently 5, 8, 11, 15, 16, 17, 20, 21, 23, 24

3 Sometimes 2, 3, 4, 7, 10, 14, 19, 25, 27, 28, 29

4 Rarely 1, 6, 9, 12, 18, 22, 26

5 Almost Never 13, 30

Next, the listening scores from group 2 and group 4 were compared. After the

sums of listening scores from both groups were calculated, the result showed that

group 2, who answered Frequently, has the average listening score of 82.75.

Meanwhile, group 4, who answered Rarely, has the average score of 80.5. This

result may imply that the respondents who frequently watch non-subtitled movies

indeed have better listening skill than the respondents who rarely watch non-

subtitled movies.

56

Table 4.9 The Comparison between Two Groups of Respondents

Groups of respondents who watch

movies without subtitles

The sum of

listening scores

Average score

(sum

number of respondents)

Frequently 827.5 2 .

10 2.

Rarely 563.75 3.

.

Figure 4.8 The Comparison between Two Groups of Respondents

79

79.5

80

80.5

81

81.5

82

82.5

83

Frequently Rarely

Aver

age

Lis

ten

ing S

core

How Respondents watch Non-subtitled Movies

57

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the statistical analysis, the index value of correlation coefficient

between the two variables was found to be 0.177, which means a very low

relationship. The hypotheses testing also showed that this number is much lower

than the correlation coefficient of Product moment table (0.306), which means

that the null hypothesis was accepted. Therefore, it can be concluded that there is

no relationship between movie-watching activity and listening skill. In other

words, the respondents’ movie-watching activity does not always affect their

listening skill.

B. Suggestion

There are two internal threats to the findings of the study. First, the amount

of exposure that the respondents receive—in this case: their watching frequency—

is still relatively low. Second, the use of the subtitles by most students may

prevent them to acquire the language optimally.

Based on the findings, several suggestions can be made:

1. The students who need improvement in their listening skill may try to watch

English movies frequently. This way, they can receive comprehensible inputs

that are needed in acquiring target language and building language

competence.

2. Students can watch movies through various medium, but the easiest and the

most common medium is digital media formats (mkv, avi, mp4, etc.)

3. To optimize language acquisition, the movies must be watched without

subtitle.

4. This research has many limitations and more researches should be conducted

on this topic. Future researchers may conduct a study with a different and

broader population and a larger sample. Possible threats to internal validity,

58

such as the use of subtitle, should be minimized by choosing respondents who

watch movies without subtitle. In addition, the variables may be modified;

future researchers can try to find a relationship between movie-watching

activity and other language skills or competence, such as speaking skill or

grammar competence. Another interesting approach to this topic is finding

out if people’s preference for movie genres has any influence on their

language skills.

59

REFERENCES

Barsam, Richard and Monahan, Dave. Looking at Movies: An Introduction toFilm, 3rd edition. New York: W.W. Norton & Company, 2010.

Bluestone, Cheryl, Feature Films as a Teaching Tool. College Teaching. Vol. 48,2000.

Boggs, Joseph M. and Petrie, Dennis W. The Art of Watching Films, 7th edition.New York: McGraw Hill, 2008.

Broughton, Geoffrey, et al., Teaching English as a Foreign Language. New York:Routledge, 1980.

Brown, H. Douglas. Teaching by Principles, 2nd edition. New York: Pearson ESL,2000.

Fraenkel, Jack R. and Wallen, Norman E. How to Design and Evaluate Researchin Education, 7th edition. New York: McGraw Hill, 2009.

Harmer, Jeremy. The Practice of English Language Teaching New Edition. NewYork: Longman, 1991.

---------. The Practice of English Language Teaching, 3rd edition. Malaysia:Pearson Education Limited, 2001.

Heinich, Robert., et al. Instructional Media and Technologies for Learning, 7th

edition. New Jersey: Pearson Education, Inc., 2002.

Ismaili, Merita, The Effectiveness of Using Movies in EFL Classroom. AcademicJournal of Interdisciplinary Studies. Vol. 2, 2013.

Johnson, Laura B., Films in Foreign Language Teaching. The French Review.Vol. 29, 1956.

Krashen, Stephen. Principles and Practice in Second Language Acquisition,Internet Edition. New York: Pergamon, 1982.

Lewis, Thomas R., Listening. Review of Educational Research. Vol. 28, 1958.

McMillan, James H. and Schumacher, Sally. Research in Education, 6th edition.Boston: Pearson Education, Inc., 2006.

Mendelsohn, David J. and Rubin, Joan (eds). A Guide for the Teaching of SecondLanguage Listening. San Diego: Dominie Press, Inc., 1995.

60

Mutmainah, Muthia. “The Relationship between Students’ Habit in ListeningEnglish Songs and Their Listening Ability”. An Undergraduate Thesis atState Islamic University of Jakarta: 2014. Unpublished.

Nation, Ian S. Paul and Newton, Jonathan. Teaching ESL/EFL Listening andSpeaking. New York: Routledge, 2009.

Oxford Advanced Learner’s Dictionary, 8th edition. Oxford: Oxford UniversityPress, 2010.

Rahman, Arif. “Correlation between Frequency of Watching English Movies andVocabulary Mastery of Second Grade Students of MAN 1 Semarang in theAcademic Year of 2011/2012”. An Undergraduate Thesis at IAINWalisongo: 2012. Unpublished.

Richards, Jack C. and Renandya, Willy A. (eds). Methodology in LanguageTeaching. New York: Cambridge University Press, 2002.

Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods inLanguage Teaching, 2nd edition. New York: Cambridge University Press,2001.

Rivers, Wilga M., Listening Comprehension. The Modern Language Journal, Vol.5, 1966.

Sherman, Jane. Using Authentic Video in the Language Classroom. Cambridge:Cambridge University Press, 2003.

Sudiyono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT RajaGrafindoPersada, 2005.

Susetyo, Budi. Statistika untuk Analisis Data Penelitian. Bandung: PT RefikaAditama, 2010.

Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge:Cambridge University Press, 1996.

----------. Teaching Listening Comprehension. Cambridge: Cambridge UniversityPress, 1984.

www.boxofficemojo.com, accessed on 25 October 2015.

www.filmsite.org, accessed on 25 October 2015.

Yusvita, Riri. “The Relationship between Students’ Habit of Watching Movie andTheir Listening Skill”. An Undergraduate Thesis at State IslamicUniversity of Jakarta: 2010. Unpublished.

61

Appendices

62Appendix 1

63Appendix 1

64Appendix 1

65Appendix 1

66Appendix 1

67Appendix 2

(ORIGINAL QUESTIONNAIRE/BEFORE PILOT-TEST)

ANGKET KEGIATAN MENONTON FILM

Angket ini bertujuan untuk mendapatkan data mengenai kegiatan anda dalammenonton film berbahasa Inggris. Perlu diingat bahwa ‘film’ yang dimaksuddalam angket ini hanya mengacu kepada film berbahasa Inggris, baik yangmenggunakan subtitle dan yang tidak. Film berbahasa selain Inggris dan filmberbahasa Inggris yang didub ke bahasa lain tidak termasuk ke dalam ruanglingkup penelitian ini.

Sebelum anda menjawab, bacalah pertanyaan/pernyataan dengan seksama.Kerjakan tanpa melihat jawaban orang lain karena tidak ada jawaban benarataupun salah dalam angket ini. Respon anda akan digunakan untuk penelitian,sehingga anda diharapkan memberi jawaban dengan jujur dan sesuai fakta. Namaanda tidak akan dipublikasikan tanpa persetujuan anda. Jika anda mengalamikesulitan dalam menjawab, silahkan bertanya pada instruktor.

Nama anda :

Nomor telepon :

Jenis kelamin (lingkari):

Laki-laki Perempuan

Sudah berapa lama anda belajar Bahasa Inggris? (lingkari)

1-3 tahun 4-6 tahun 7-9 tahun 10 tahun /lebih

Dimana biasanya anda menonton film berbahasa Inggris? (lingkari & bolehpilih lebih dari 1)

Bioskop Televisi

DVD File digital (.mkv, .mp4, .avi, dll)

Online streaming Lain-lain (sebutkan): ….

Sebutkan 3 film favorit anda (jika ada):

1 ……

2 ……

3 ……

68Appendix 2

INSTRUKSI: Berilah tanda silang pada kotak jawaban anda!

Keterangan: HS = Hampir selaluS = SeringKK = Kadang-kadangJ = JarangHTP = Hampir tidak pernah

No Pertanyaan Respon

BAGIAN I: FREKUENSI1 Seberapa sering anda menonton film berbahasa

Inggris? HS S KK J HTP

2 Berapa jumlah film berbahasa Inggris yang andatonton perbulan?

>10

8 –10

5 –7

2–4

≤ 1

3 Mengacu kepada pertanyaan nomor 2, apa andakonsisten dengan angka tersebut setiap bulannya? HS S KK J HTP

BAGIAN II: GENRE4 Anda memilih menonton film bergenre action.

HS S KK J HTP

5 Anda memilih menonton film bergenre drama(termasuk di dalamnya: romance). HS S KK J HTP

6 Anda memilih menonton film bergenre komedi.HS S KK J HTP

7 Anda memilih menonton film bergenre horror(film yang tujuannya menakut-nakuti penontondengan melibatkan unsur seperti hantu/monster).

HS S KK J HTP

8 Anda memilih menonton film bergenre thriller(film yang tujuannya membuat tegang penontondengan melibatkan unsur seperti misteri,pembunuhan, terorisme, dll.).

HS S KK J HTP

9 Anda menonton film bergenre musikal (film yangmelibatkan banyak adegan karakter beryanyi ataudialog berupa lagu).

HS S KK J HTP

10 Anda memilih menonton film bergenre science-fiction (film fiksi ilmiah, dengan elemen sepertialien, perjalanan luar angkasa, mesin waktu, dll.).

HS S KK J HTP

11 Anda memilih menonton film bergenre western(film dengan cowboy dan adegan berkuda,settingnya biasanya di kota kecil di Amerika).

HS S KK J HTP

69Appendix 2

12 Anda memilih menonton film bergenre war atauperang. HS S KK J HTP

13 Anda memilih menonton film bergenre fantasy(film yang biasanya melibatkan hal-hal yangtergolong mitos atau imajinatif seperti monster,naga, sihir, dll.).

HS S KK J HTP

14 Anda memilih menonton film animasi.HS S KK J HTP

BAGIAN III: SUBTITLE15 Anda menonton film tanpa menggunakan subtitle.

HS S KK J HTP

16 Anda menonton film dengan subtitle berbahasaInggris.

HS S KK J HTP

17 Anda menonton film dengan subtitle berbahasaIndonesia atau bahasa pertama anda. HS S KK J HTP

BAGIAN IV: INPUT & COMPREHENSION18 Film berperan besar dalam meningkatkan

kemampuan bahasa Inggris anda. HS S KK J HTP

19 Film berperan besar dalam meningkatkankemampuan mendengarkan/listening bahasaInggris anda.

HS S KK J HTP

20 Film meningkatkan kemampuan bahasa Inggrisanda tanpa anda sadari. HS S KK J HTP

21 Film yang anda tonton menggunakan bahasa yang‘level’nya dapat anda pahami. HS S KK J HTP

22 Anda memahami jalan cerita film yang andatonton. HS S KK J HTP

23 Anda dapat menjelaskan kembali jalan cerita filmyang anda tonton. HS S KK J HTP

24 Anda dapat menangkap detail dalam sebuah film(contoh: nama karakter pendukung, atau namamakanan kesukaan karakter utama)

HS S KK J HTP

25 Anda dapat memahami kalimat-kalimat berbahasaInggris yang diucapkan oleh karakter di film yanganda tonton.

HS S KK J HTP

26 Anda dapat memahami kosa kata yang digunakandalam film yang anda tonton. HS S KK J HTP

27 Anda dapat menemukan redundancy* dalam dialogfilm.*Redundancy adalah ujaran yang kurang bermakna

HS S KK J HTP

70Appendix 2

seperti I mean, You know, Well, Um...

28 Anda dapat menemukan idiomatic expression*dalam dialog film.*Ungkapan dengan makna konotasi seperti: Thetest was a piece of cake (=mudah), I feel under theweather (=tidak sehat)

HS S KK J HTP

29 Anda dapat menemukan slang language* dalamdialog film.*Bahasa pergaulan seperti: Nice ride (=mobil), atauI am so bummed (=kesal; kecewa), A weirdo(=orang aneh)

HS S KK J HTP

30 Anda dapat mengerti makna kalimat dalam dialogfilm berdasarkan intonasinya.(contoh: intonasi naik untuk menyatakanketerkejutan dan pertanyaan, dll)

HS S KK J HTP

31 Elemen visual membantu anda mengerti jalancerita.(Anda hanya dapat mengerti jalan cerita film jikaanda melihat gambarnya)

HS S KK J HTP

32 Anda kesulitan saat menonton film dengan durasipanjang (Lebih dari 2 jam) HS S KK J HTP

33 Anda dapat memahami jalan cerita suatu filmkarena anda familiar dengan budaya ygditampilkan dalam film tersebut.

HS S KK J HTP

34 Anda dapat memahami jalan cerita film karenaanda dapat menghubungkan dengan kehidupanpribadi anda.

HS S KK J HTP

BAGIAN V: ATTITUDE35 Anda menonton film atas keinginan atau kemauan

anda sendiri. HS S KK J HTP

36 Anda menonton film dalam kondisi yang nyaman.HS S KK J HTP

37 Film yang anda tonton membuat anda senang danterhibur. HS S KK J HTP

38 Film yang anda tonton memberikan motivasi daninspirasi bagi anda. HS S KK J HTP

TERIMA KASIH ATAS WAKTU DAN KERJASAMANYA

71Appendix 3

The Questionnaire Scores from Pilot Test

item1

item2

item3

item4

item5

item6

item7

item8

item9

item10

item11

item12

respondent1

3 4 2 3 4 3 2 2 2 3 2 4

respondent2

4 5 4 4 2 4 3 5 2 4 3 3

respondent3

3 2 3 2 3 3 3 2 1 3 1 1

respondent4

3 2 3 2 5 4 1 2 3 5 2 5

respondent5

3 3 2 4 2 3 2 4 1 4 2 4

respondent6

4 4 4 3 5 3 4 3 5 4 3 3

respondent7

5 5 4 2 3 3 3 4 4 4 1 4

respondent8

5 5 4 5 3 4 4 5 3 3 1 3

respondent9

4 3 4 5 4 3 1 2 2 5 2 4

respondent10

4 3 3 5 3 3 2 5 2 4 2 4

respondent11

5 5 4 5 2 2 4 5 2 4 2 4

respondent12

5 5 4 5 2 4 2 2 3 2 2 3

respondent13

4 4 4 4 3 3 2 3 2 4 2 4

respondent14

4 3 4 5 4 3 1 3 2 2 1 4

respondent15

3 3 2 2 4 3 4 3 1 2 2 2

respondent16

3 2 2 4 1 4 1 1 2 4 1 2

respondent17

3 3 3 5 2 3 4 5 1 4 1 4

respondent18

4 4 3 3 5 4 4 2 3 2 1 1

respondent19

3 2 2 3 4 3 3 3 4 4 2 3

respondent20

3 2 3 5 5 1 2 4 2 1 1 4

respondent21

4 3 3 2 2 3 4 4 2 2 1 3

respondent22

3 2 3 3 4 4 3 3 3 3 1 4

72Appendix 3

Item13

Item14

Item15

Item16

Item17

Item18

Item19

Item20

Item21

Item22

Item23

item24

item25

item26

3 1 3 2 2 3 3 4 3 4 4 4 3 3

4 4 4 1 4 5 5 5 5 5 5 5 4 4

3 4 1 1 4 4 4 4 4 5 5 4 4 5

5 3 5 2 4 4 3 5 5 4 5 4 4 5

2 4 2 3 4 3 3 3 2 4 3 4 1 4

4 5 3 2 2 4 4 4 5 4 5 4 4 4

5 4 4 5 5 5 5 5 5 5 4 4 5 5

4 4 4 2 1 5 5 5 5 5 5 5 5 5

5 4 3 3 4 5 5 5 3 4 4 3 4 4

3 2 3 3 2 4 5 4 4 4 5 4 4 4

4 4 2 4 3 4 4 4 4 4 4 4 4 5

2 3 2 3 4 5 5 5 3 3 3 3 3 3

4 5 2 5 1 5 5 5 5 5 5 4 4 4

2 2 3 4 4 4 4 4 3 3 4 4 4 4

2 3 2 3 4 3 3 4 4 4 4 4 3 3

3 3 1 3 4 4 4 4 4 4 4 4 4 4

4 2 2 3 4 4 4 4 4 5 5 4 4 4

4 2 3 4 3 4 3 4 4 4 4 4 4 4

4 4 3 4 3 4 3 3 4 3 3 3 3 3

2 3 2 2 2 5 5 5 5 5 5 5 5 5

5 4 3 3 5 4 3 3 4 4 4 3 3 3

4 4 1 3 4 3 3 3 4 5 4 3 2 3

73Appendix 3

Item27

Item28

Item29

Item30

Item31

Item32

Item33

Item34

Item35

Item36

Item37

Item38

TOTAL

3 3 3 4 4 3 4 4 5 5 3 4 121

5 5 1 4 5 3 4 4 5 5 5 5 154

5 2 5 5 5 2 2 3 5 5 5 4 127

4 5 2 5 5 3 3 4 4 4 5 3 142

4 3 4 3 4 4 3 3 5 5 5 5 124

4 4 4 4 5 3 3 3 5 5 5 4 148

5 5 5 5 3 5 5 5 5 5 5 5 166

4 4 4 5 5 2 4 4 5 5 5 5 157

4 4 4 4 2 4 5 5 5 5 5 3 145

4 4 3 5 4 3 5 4 4 3 4 4 138

5 5 5 5 5 5 4 4 5 5 5 5 156

3 3 2 4 4 4 4 3 4 5 5 4 131

5 4 4 4 4 5 3 3 5 5 4 3 147

5 5 5 5 4 1 4 4 5 5 5 5 138

4 3 4 4 4 3 3 3 3 4 4 4 120

3 4 5 4 4 3 3 3 5 5 4 4 124

4 4 3 5 4 5 3 4 5 4 5 4 141

4 4 4 4 4 3 3 3 4 4 5 4 133

3 4 4 4 4 3 3 3 4 4 4 3 126

5 5 5 5 5 5 4 4 3 5 5 5 145

3 1 4 4 3 4 3 4 5 5 4 4 128

5 3 2 4 3 3 4 2 5 5 4 3 125

74Appendix 3

The calculation of validity usingSPSS:Items with * or ** are valid.

Correlations

Totalitem1 Pearson

Correlation.674**

Sig. (2-tailed) .001N 22

item2 PearsonCorrelation

.586**

Sig. (2-tailed) .004N 22

item3 PearsonCorrelation

.796**

Sig. (2-tailed) .000N 22

item4 PearsonCorrelation

.293

Sig. (2-tailed) .186N 22

item5 PearsonCorrelation

.003

Sig. (2-tailed) .989N 22

item6 PearsonCorrelation

-.158

Sig. (2-tailed) .483N 22

item7 PearsonCorrelation

.144

Sig. (2-tailed) .522N 22

item8 PearsonCorrelation

.524*

Sig. (2-tailed) .012N 22

item9 PearsonCorrelation

.345

Sig. (2-tailed) .116N 22

item10 Pearson .306

Correlation

Sig. (2-tailed) .166N 22

item11 PearsonCorrelation

.121

Sig. (2-tailed) .592N 22

item12 PearsonCorrelation

.347

Sig. (2-tailed) .113N 22

item13 PearsonCorrelation

.462*

Sig. (2-tailed) .030N 22

item14 PearsonCorrelation

.352

Sig. (2-tailed) .108N 22

item15 PearsonCorrelation

.514*

Sig. (2-tailed) .014N 22

item16 PearsonCorrelation

.139

Sig. (2-tailed) .536N 22

item17 PearsonCorrelation

-.207

Sig. (2-tailed) .355N 22

item18 PearsonCorrelation

.718**

Sig. (2-tailed) .000N 22

item19 PearsonCorrelation

.679**

Sig. (2-tailed) .001N 22

item20 PearsonCorrelation

.651**

Sig. (2-tailed) .001N 22

item21 PearsonCorrelation

.591**

75Appendix 3

Sig. (2-tailed) .004N 22

item22 PearsonCorrelation

.406

Sig. (2-tailed) .061N 22

item23 PearsonCorrelation

.463*

Sig. (2-tailed) .030N 22

item24 PearsonCorrelation

.456*

Sig. (2-tailed) .033N 22

item25 PearsonCorrelation

.711**

Sig. (2-tailed) .000N 22

item26 PearsonCorrelation

.679**

Sig. (2-tailed) .001N 22

item27 PearsonCorrelation

.532*

Sig. (2-tailed) .011N 22

item28 PearsonCorrelation

.666**

Sig. (2-tailed) .001N 22

item29 PearsonCorrelation

.081

Sig. (2-tailed) .720N 22

item30 PearsonCorrelation

.510*

Sig. (2-tailed) .015N 22

item31 PearsonCorrelation

.196

Sig. (2-tailed) .382N 22

item32 PearsonCorrelation

.322

Sig. (2-tailed) .144

N 22item33 Pearson

Correlation.472*

Sig. (2-tailed) .026N 22

item34 PearsonCorrelation

.606**

Sig. (2-tailed) .003N 22

item35 PearsonCorrelation

.228

Sig. (2-tailed) .308N 22

item36 PearsonCorrelation

.178

Sig. (2-tailed) .427N 22

item37 PearsonCorrelation

.564**

Sig. (2-tailed) .006N 22

item38 PearsonCorrelation

.381

Sig. (2-tailed) .080N 22

Total PearsonCorrelation

1

Sig. (2-tailed)

N 22**. Correlation is significant at the 0.01level (2-tailed).*. Correlation is significant at the 0.05level (2-tailed).

76Appendix 4

(FINAL QUESTIONNAIRE)

ANGKET KEGIATAN MENONTON FILM

Angket ini bertujuan untuk mendapatkan data mengenai kegiatan anda dalam menonton filmberbahasa Inggris. Perlu diingat bahwa ‘film’ yang dimaksud dalam angket ini hanya mengacukepada film berbahasa Inggris, baik yang menggunakan subtitle dan yang tidak. Film berbahasaselain Inggris dan film berbahasa Inggris yang didub ke bahasa lain tidak termasuk ke dalam ruanglingkup penelitian ini.

Sebelum anda menjawab, bacalah pertanyaan/pernyataan yang ada dengan seksama. Kerjakantanpa melihat jawaban orang lain karena tidak ada jawaban benar ataupun salah dalam angket ini.Respon anda akan digunakan untuk penelitian, sehingga anda diharapkan memberi jawabandengan jujur dan sesuai fakta. Nama anda tidak akan dipublikasikan tanpa persetujuan anda. Jikaanda mengalami kesulitan dalam menjawab, silahkan bertanya pada instruktor.

INFORMASI DASAR

1. Nama anda:2. Nomor telepon yang bisa dihubungi:3. Jenis kelamin (beri tanda centang):

□ Laki-laki □ Perempuan4. Usia anda:

□ 17-18 tahun □ 19-20 tahun □ 21-22 tahun □ 23-24 tahun5. Sudah berapa lama anda belajar Bahasa Inggris?

□ 1-3 tahun □ 4-6 tahun □ 7-9 tahun □ 10 tahun /lebih6. Dimana biasanya anda menonton film berbahasa Inggris? (boleh pilih lebih dari 1)

□ Bioskop □ Televisi□ DVD □ File digital (.mkv, .mp4, .avi, dll)□ Online streaming □ Lain-lain (sebutkan): ….

7. Dari berbagai genre film di bawah ini, mana sajakah yang paling sering anda tonton? (bolehpilih lebih dari 1)□ Action□ Adventure/Petualangan□ Animation/Film animasi□ Comedy□ Drama□ Fantasy (film yang melibatkan hal-hal yang tergolong mitos atau imajinatif seperti naga, sihir,peri, dll)□ Horror (film yang tujuannya menakut-nakuti penonton dengan melibatkan unsur sepertihantu/monster)□ Musical (film yang melibatkan banyak adegan karakter bernyanyi atau dialog berupa lagu)□ Romance□ Science-fiction (film fiksi ilmiah, dengan elemen seperti alien, perjalanan luar angkasa, mesinwaktu)□ Thriller (film yang tujuannya membuat tegang penonton dg elemen seperti pembunuhan,terorisme, dll)□ War (film perang)□ Lain-lain (sebutkan): … … … … … …

77Appendix 4

ANGKET

INSTRUKSI: Berilah tanda silang (x) pada jawaban anda! Anda hanya boleh memberi saturespon pada tiap soal.

Keterangan: HS = Hampir selaluS = SeringKK = Kadang-kadangJ = JarangHTP = Hampir tidak pernah

BAGIAN I: FREKUENSI

1. Seberapa sering anda memilih menonton film berbahasa Inggris?

a. HS b. S c. KK d. J e. HTP

2. Berapa jumlah film berbahasa Inggris yang anda tonton perbulan?

a. > 10 b. 8-10 c. 5-7 d. 2-4 e. ≤ 1

3. Mengacu kepada pertanyaan nomor 2, apa anda konsisten dengan angka tersebut setiapbulannya?

a. HS b. S c. KK d. J e. HTP

BAGIAN II: PENGGUNAAN SUBTITLE

4. Anda menonton film berbahasa Inggris tanpa menggunakan subtitle.

a. HS b. S c. KK d. J e. HTP

4a. Jika anda menonton dengan subtitle, bahasa apa yang lebih sering anda gunakan?

a. Bahasa Inggris b. Bahasa Indonesia c. Lainnya … … … … (isi)

BAGIAN III: INPUT DAN PEMAHAMAN

5. Film berperan besar dalam meningkatkan kemampuan bahasa Inggris anda.

a. HS b. S c. KK d. J e. HTP

6. Film berperan besar dalam meningkatkan kemampuan mendengarkan bahasa Inggris(listening skill) anda.

a. HS b. S c. KK d. J e. HTP

7. Film meningkatkan kemampuan bahasa Inggris anda tanpa anda sadari.

a. HS b. S c. KK d. J e. HTP

8. Film yang anda tonton menggunakan bahasa yang ‘level’nya dapat anda pahami.

a. HS b. S c. KK d. J e. HTP

9. Anda dapat memahami jalan cerita film yang anda tonton.

a. HS b. S c. KK d. J e. HTP

10. Anda dapat menangkap detail dalam sebuah film(contoh: nama karakter pendukung, atau nama makanan kesukaan karakter utama)

a. HS b. S c. KK d. J e. HTP

78Appendix 4

11. Anda dapat memahami kalimat-kalimat berbahasa Inggris yang diucapkan oleh karakter difilm yang anda tonton.

a. HS b. S c. KK d. J e. HTP

12. Anda dapat memahami kosa kata yang digunakan dalam film yang anda tonton.

a. HS b. S c. KK d. J e. HTP

13. Anda dapat menemukan redundancy* dalam dialog film.*Redundancy adalah ujaran yang kurang bermakna seperti I mean, You know, Well, Um...

a. HS b. S c. KK d. J e. HTP

14. Anda dapat menemukan idiomatic expression* dalam dialog film.*Idiomatic expression adalah ungkapan dengan makna konotasi seperti: The test was a pieceof cake (=mudah), I feel under the weather (=tidak sehat)

a. HS b. S c. KK d. J e. HTP

15. Anda dapat menemukan slang language* dalam dialog film.*Bahasa pergaulan seperti: Nice ride (=mobil), atau I am so bummed (=kesal; kecewa), Aweirdo (=orang aneh)

a. HS b. S c. KK d. J e. HTP

16. Anda dapat mengerti makna kalimat dalam dialog film berdasarkan intonasinya.(contoh: intonasi naik untuk menyatakan keterkejutan dan pertanyaan, dll)

a. HS b. S c. KK d. J e. HTP

17. Elemen visual dalam film membantu anda mengerti jalan cerita.(Anda hanya dapat mengerti jalan cerita film jika anda melihat gambarnya)

a. HS b. S c. KK d. J e. HTP

18. Anda dapat memahami jalan cerita suatu film karena anda familiar dengan budaya ygditampilkan dalam film tersebut.

a. HS b. S c. KK d. J e. HTP

19. Anda dapat memahami jalan cerita film karena anda dapat menghubungkan dengan kehidupanpribadi anda.

a. HS b. S c. KK d. J e. HTP

20. Film yang anda tonton membuat anda senang dan terhibur.

a. HS b. S c. KK d. J e. HTP

Terima kasih atas waktu dan kerjasama anda

Komentar tambahan:

………………………………………………………………………………………………………..………………………………………………………………………………………………………

79Appendix 5

80Appendix 5

81Appendix 6

Listening 4 Scores

Respondent Formative Mid Test Final Test Final Score

1 75 73 67.5 712 78 63 68 703 78 68 75 744 82 74 92.5 845 75 72 81.25 776 79 65 83.75 777 82 72 86.25 818 82 76 90 839 80 68 71.25 7310 79 72 76.25 7611 80 74 97.5 8512 78 70 81.25 7713 77 65 75 7314 78 74 86.25 8015 76 73 68.75 7216 78 74 93.75 8317 82 72 80 7818 78 66 85 7719 78 70 71.25 7320 80 74 86.25 8121 79 72 86.25 8022 79 72 90 8123 76 72 71.25 7324 77 72 72.5 7425 77 75 85 8026 80 75 85 8127 78 74 80 7828 77 74 92.5 8229 79 72 72.5 7430 78 72 87.5 80

82Appendix 7

The Grouping of Data

A. Questionnaire Score1. Determining range (R)= highest score – lowest score

= 90* – 63*= 27

*original numbers +/- 1

2. Determining the number of interval classes (k):k = 1 + 3.3 log n (n=total data=30)k = 1 + 3.3 log 30k = 1 + 3.322 x 1.477k = 1 + 4.9k = 5.9 = 6

3. Determining the length of intervals (i)i= Rk= 276 = 4.5 = 54. Making the grouped data distribution table

Scores Frequency63 – 67 468 – 72 573 – 77 778 – 82 883 – 87 588 – 92 1

B. Listening Score1. Determining range (R)= highest score – lowest score

= 100* – 65*= 35

*original numbers made even

2. Determining the number of interval classes (k):k = 1 + 3.3 log n (n=total data=30)k = 1 + 3.3 log 30k = 1 + 3.322 x 1.477

83Appendix 7

k = 1 + 4.9k = 5.9 = 6

3. Determining the length of intervals (i)i= Rk= 356 = 5.8 = 64. Making the grouped data distribution table

Scores Frequency65 – 70 371 – 76 877 – 82 483 – 88 989 – 94 595 – 100 1

84Appendix 8

Pearson Product Moment Table

Level of Significance for a One-Tailed Testdf . 10 .05 .025 .01 .005 .00051 0.951 0.988 0.997 0.9995 0.9999 0.999992 0.800 0.900 0.950 0.980 0.990 0.9993 0.687 0.805 0.878 0.934 0.959 0.9914 0.608 0.729 0.811 0.882 0.917 0.9745 0.551 0.669 0.755 0.833 0.875 0.951

6 0.507 0.621 0.707 0.789 0.834 0.9257 0.472 0.582 0.666 0.750 0.798 0.8988 0.443 0.549 0.632 0.715 0.765 0.8729 0.419 0.521 0.602 0.685 0.735 0.84710 0.398 0.497 0.576 0.658 0.708 0.823

11 0.380 0.476 0.553 0.634 0.684 0.80112 0.365 0.457 0.532 0.612 0.661 0.78013 0.351 0.441 0.514 0.592 0.641 0.76014 0.338 0.426 0.497 0.574 0.623 0.74215 0.327 0.412 0.482 0.558 0.606 0.725

16 0.317 0.400 0.468 0.542 0.590 0.70817 0.308 0.389 0.456 0.529 0.575 0.69318 0.299 0.378 0.444 0.515 0.561 0.67919 0.291 0.369 0.433 0.503 0.549 0.66520 0.284 0.360 0.423 0.492 0.537 0.652

21 0.277 0.352 0.413 0.482 0.526 0.64022 0.271 0.344 0.404 0.472 0.515 0.62923 0.265 0.337 0.396 0.462 0.505 0.61824 0.260 0.330 0.388 0.453 0.496 0.60725 0.255 0.323 0.381 0.445 0.487 0.597

26 0.250 0.317 0.374 0.437 0.479 0.58827 0.245 0.311 0.367 0.430 0.471 0.57928 0.241 0.306 0.361 0.423 0.463 0.57029 0.237 0.301 0.355 0.416 0.456 0.56230 0.233 0.296 0.349 0.409 0.449 0.554

40 0.202 0.257 0.304 0.358 0.393 0.49060 0.165 0.211 0.250 0.295 0.325 0.408120 0.117 0.150 0.178 0.210 0.232 0.294∞ 0.057 0.073 0.087 0.103 0.114 0.146Adapted from Appendix 2 (Critical Values of t) using the square root of [t2/(t2 + df)]Note: Critical values for Infinite df actually calculated for df= 500.

85Appendix 9

86Appendix 10

87Appendix 10

88Appendix 10

89Appendix 10

90Appendix 10

91Appendix 10

92Appendix 10

93Appendix 10

94Appendix 10