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)

By:

Imam Achmad Dhamarullah

1111014000019

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2015
 ABSTRACT

Imam Achmad Dhamarullah (1111014000019). 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). Skripsi of English Education at the Faculty of
Tarbiyah and Teachers’ Training of Syarif Hidayatullah State Islamic University
Jakarta, 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-watching
activity (variable x) and listening skill (variable y). This study was conducted at
the Department of English Education of State Islamic University of Jakarta. The
population in this study was all of the fifth-semester students in the study year
2015/2016, and the sample was 30 students.
The method used in this study was the quantitative method with the correlational
design. The instruments that were used to gather the data were questionnaire and
document of students’ scores. The scores from both instruments were calculated
and analyzed by using statistical procedure of Product Moment Correlation to see
if there was any relationship between the two variables.
The result showed that there was a very low relationship, with the index value of
correlation coefficient ( ) of 0.177. Furthermore, the hypotheses testing showed
that was much lower that the correlation coefficient of the Product Moment
table ( ), 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 by
several internal threats. First, the respondents’ watching frequency is still
relatively low. Second, the respondents use subtitles when they watch movies,
which may prevent them to optimally acquire the language, especially listening
skill.

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

i
 ABSTRAK

Imam Achmad Dhamarullah (1111014000019). 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). Skripsi Jurusan Pendidikan Bahasa Inggris,
Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah 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 menonton

film (variabel x) dengan kemampuan mendengar (variabel y). Penelitian ini
dilaksanakan di Jurusan Pendidikan Bahasa Inggris, Universitas Islam Negeri
Jakarta. Populasi yang diteliti adalah seluruh mahasiswa Pendidikan Bahasa
Inggris semester 5 pada tahun ajaran 2015/2016, dengan sampel sebanyak 30
orang mahasiswa.
Metode yang digunakan di dalam penelitian ini adalah metode kuantitatif dengan
desain korelasional. Instrumen penelitian yang digunakan untuk mengumpulkan
data berbentuk angket dan dokumen nilai siswa. Skor dari kedua instrumen
kemudian dihitung dan dianalisa menggunakan prosedur statisik Product Moment
Correlation untuk menemukan adanya hubungan antara kedua variabel.
Hasil perhitungan menunjukkan adanya hubungan yang sangat rendah, dengan
nilai koefisien korelasi (r ) sebesar 0.177. Uji hipotesis juga menunjukkan bahwa
nilai r jauh lebih rendah dari nilai koefisien korelasi tabel Product Moment (r )
yang menyebabkan hipotesis nol (H0) diterima. Kesimpulannya, tidak ada
hubungan antara kedua variabel.
Namun, pemeriksaan lebih lanjut menunjukkan bahwa hasil tersebut dipengaruhi
oleh beberapa faktor internal. Pertama, frekuensi menonton responden masih
tergolong rendah. Kedua, responden menggunakan subtitle ketika mereka
menonton film, yang mencegah mereka untuk memperoleh kemampuan
berbahasa, terutama kemampuan mendengar, secara optimal.

Kata kunci: Penelitian Korelasional, Kegiatan Menonton Film, Kemampuan

Mendengar

ii
 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.

iii
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

iv
 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……………………..……. 1
B. The Identification of the Problems……………………… 6
C. The Limitation of the Problems…………………………. 6
D. The Formulation of the Problems……………………….. 6
E. The Objective of the Study…….………………………... 6
F. The Significance of the Study…………………………… 6

CHAPTER II : THEORETICAL FRAMEWORK

A. Listening Skill……………...…………………………..... 8
1. The Nature of Listening…………………..…………. 8
2. The Views on Listening………………...…………… 10
3. The Kinds of Listening……………...………………. 12
4. The Teaching of Listening…………...……………… 13
5. The Teaching of Listening at the Department of
English Education…………..……………………….. 17
6. The Difficulties in Listening………………………… 18
7. The Definition of Listening Skill……………………. 20
B. Second Language Acquisition Theories and Hypotheses.. 21
1. The Acquisition-Learning Distinction………………. 21
2. The Natural Order Hypothesis………………………. 22
3. The Monitor Hypothesis…………………………….. 22
4. The Input Hypothesis……………………………….. 23
5. The Affective Filter Hypothesis…………………….. 24

v
 C. Movie-watching Activity…...…………………………… 25
1. General Views on Movies…………………………... 25
2. The Structure and Genres of Movies……………….. 28
3. The Definition of Movie-watching Activity………... 31
D. Previous Related Studies………………………………... 31
E. Thinking Framework……………………………………. 33
F. The Research Hypotheses………………………………. 33

CHAPTER III: RESEARCH METHODOLOGY

A. Place and Time of the Study……………………………. 34
B. Method and Design of the Study………………………... 34
C. Population and Sample of the Study…………………….. 34
D. Instruments of the Study………………………………… 35
E. Data Collection Technique……………………………… 38
F. Data Analysis Technique………………………………... 38
G. Statistical Hypotheses………………………………….... 40

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. The Description of the Data……………………….…….. 42
1. The Respondents’ Background……………………... 42
2. Questionnaire Scores………………………………... 46
3. Listening Scores………………………………….…. 48
B. The Analysis of the Data……………….……………….. 50
1. Normality and Linearity Test…………….…………. 50
2. Correlation Coefficient………………….…………... 51
3. Hypotheses Testing…………………………………. 52
C. The Discussion of the Findings…………………………. 54

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion………………………………………………. 57
B. Suggestion……………………………………………….. 57

REFERENCES……………………………………………………………... 59
APPENDICES………………………………………………………………. 61

vi
 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

vii
 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

viii
 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

ix
 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.

1
 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 for
the 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 Their
Listening 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.
 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.

8
 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), 2nd
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
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
Video 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), 7 th 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.
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,
Language 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.
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
Learner
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

Acquired OUTPUT
language
competence

Learned language
competence (as monitor)

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.
 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.

i+1
i+1 Comprehensible input

i+1 Comprehensible input

i+1 Comprehensible input

i Comprehensible input

Figure 2.2 How Comprehensible Input Works in Language Acquisition

29
Ibid., pp. 17 – 19.
 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.

Filter

Acquired
Input LAD competence

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.
 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), 8 th
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
 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.

34
 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

The respondents’ listening skill
Language
improves unconsciously because 5, 6 ,7 3 items
Acquisition
they watch movies
The respondents can understand
Comprehensible
the story and the language in the 8, 9, 10, 11, 12 5 items
Input
movies that they watch
The respondents watch movies
Exposure 1, 2, 3 3 items
frequently
The respondents have a positive
Attitudes 20 1 item
feeling when they watch movies
The respondents watch English
Subtitle Use 4 1 item
movies without using subtitle
The respondents can identify the
Familiarity with
characteristics of spoken
Spoken 13, 14, 15, 16 4 items
language in the movies that they
Language
watch
The respondents can understand
the language used in the movie
19 1 item
because they are familiar with
Familiarity with
the situation in the story
Situation and
The respondents can understand
Culture
the language used in the movie
18 1 item
because they are familiar with
the culture shown in the story
The respondents can understand
the language used in the movie
Visual Clues 17 1 item
because of the help from the
visual elements
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.
 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

Length of
Respondent Gender Age
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

42
 43

Length of
Respondent Gender Age
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

Number of
Category Percentage
Respondents
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

Male Female

33%

67%

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.
25
The number of respondents

20 22
20
15
15 15
10

5
6

0
Movie theater DVD Online Television Digital media
streaming file
Watching Media

Figure 4.2 The Respondents’ Media Preference in Watching Movies

 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.
25
The number of respondents

20

15

10 20 19 19
17 18 18 17
16
13 14
12
5
6

0 1

Genres and Subgenres

Figure 4.3 The Respondents’ Genre and Subgenre Preference

 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
Average 76.33 Indonesian = 18
Max 89 English = 12
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).

9
8
8
7
7
6
Frequency

5
5 5
4
4
3
2
1
1
0
63 – 67 68 – 72 73 – 77 78 – 82 83 – 87 88 – 92
Questionnaire Scores

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.
 48

Indonesian English

40%

60%

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
 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

10
9
9
8
8
7
Frequency

6
5
5
4
4
3
3
2
1
1
0
65 – 70 71 – 76 77 – 82 83 – 88 89 – 94 95 – 100
Listening Scores

Figure 4.6 The Grouped Distribution of 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

Kolmogorov-Smirnova Shapiro-Wilk
VARIABLES
Statistic df Sig. Statistic df Sig.
Movie-watching
.146 30 .101 .972 30 .604
Activity (x)
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

Sum of Mean
VARIABLES Squares df Square F Sig.
Listening Skill * Between (Combined) 1116.638 19 58.770 .601 .837
Movie-watching Groups Linearity 65.456 1 65.456 .670 .432
Activity Deviation from
1051.181 18 58.399 /.597 .836
Linearity
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 Y2
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 Y2
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
Answer Respondents
Respondent
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

Average score
Groups of respondents who watch The sum of
sum
movies without subtitles listening scores ( )
number of respondents
2 .
Frequently 827.5 2.
10
3.
Rarely 563.75 .

83
82.5
Average Listening Score

82
81.5
81
80.5
80
79.5
79
Frequently Rarely
How Respondents watch Non-subtitled Movies

Figure 4.8 The Comparison between Two Groups of Respondents

 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,

57
 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 to

Film, 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 Research
in Education, 7th edition. New York: McGraw Hill, 2009.

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

Journal 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 Second
Language Listening. San Diego: Dominie Press, Inc., 1995.
 60

Mutmainah, Muthia. “The Relationship between Students’ Habit in Listening

English Songs and Their Listening Ability”. An Undergraduate Thesis at
State Islamic University of Jakarta: 2014. Unpublished.

Nation, Ian S. Paul and Newton, Jonathan. Teaching ESL/EFL Listening and
Speaking. New York: Routledge, 2009.

Oxford Advanced Learner’s Dictionary, 8th edition. Oxford: Oxford University

Press, 2010.

Rahman, Arif. “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: 2012. Unpublished.

Richards, Jack C. and Renandya, Willy A. (eds). Methodology in Language

Teaching. New York: Cambridge University Press, 2002.

Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in

Language 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 RajaGrafindo

Persada, 2005.

Susetyo, Budi. Statistika untuk Analisis Data Penelitian. Bandung: PT Refika

Aditama, 2010.

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

Cambridge University Press, 1996.

----------. Teaching Listening Comprehension. Cambridge: Cambridge University

Press, 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 and
Their Listening Skill”. An Undergraduate Thesis at State Islamic
University of Jakarta: 2010. Unpublished.
Appendices

61
 62
Appendix 1
 63
Appendix 1
 64
Appendix 1
 65
Appendix 1
 66
Appendix 1
 67
Appendix 2

(ORIGINAL QUESTIONNAIRE/BEFORE PILOT-TEST)

ANGKET KEGIATAN MENONTON FILM

Angket ini bertujuan untuk mendapatkan data mengenai kegiatan anda dalam
menonton film berbahasa Inggris. Perlu diingat bahwa ‘film’ yang dimaksud
dalam angket ini hanya mengacu kepada film berbahasa Inggris, baik yang
menggunakan subtitle dan yang tidak. Film berbahasa selain Inggris dan film
berbahasa Inggris yang didub ke bahasa lain tidak termasuk ke dalam ruang
lingkup penelitian ini.

Sebelum anda menjawab, bacalah pertanyaan/pernyataan dengan seksama.

Kerjakan tanpa melihat jawaban orang lain karena tidak ada jawaban benar
ataupun salah dalam angket ini. Respon anda akan digunakan untuk penelitian,
sehingga anda diharapkan memberi jawaban dengan jujur dan sesuai fakta. Nama
anda tidak akan dipublikasikan tanpa persetujuan anda. Jika anda mengalami
kesulitan 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 & boleh
pilih 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 ……
 68
Appendix 2

INSTRUKSI: Berilah tanda silang pada kotak jawaban anda!

Keterangan: HS = Hampir selalu

S = Sering
KK = Kadang-kadang
J = Jarang
HTP = Hampir tidak pernah

No Pertanyaan Respon

BAGIAN I: FREKUENSI
1 Seberapa sering anda menonton film berbahasa
Inggris? HS S KK J HTP

2 Berapa jumlah film berbahasa Inggris yang anda > 8– 5–

2
tonton perbulan? – ≤1
10 10 7
4
3 Mengacu kepada pertanyaan nomor 2, apa anda
konsisten dengan angka tersebut setiap bulannya? HS S KK J HTP

BAGIAN II: GENRE

4 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 penonton HS S KK J HTP
dengan melibatkan unsur seperti hantu/monster).
8 Anda memilih menonton film bergenre thriller
(film yang tujuannya membuat tegang penonton
HS S KK J HTP
dengan melibatkan unsur seperti misteri,
pembunuhan, terorisme, dll.).
9 Anda menonton film bergenre musikal (film yang
melibatkan banyak adegan karakter beryanyi atau HS S KK J HTP
dialog berupa lagu).
10 Anda memilih menonton film bergenre science-
fiction (film fiksi ilmiah, dengan elemen seperti HS S KK J HTP
alien, perjalanan luar angkasa, mesin waktu, dll.).
11 Anda memilih menonton film bergenre western
(film dengan cowboy dan adegan berkuda, HS S KK J HTP
settingnya biasanya di kota kecil di Amerika).
 69
Appendix 2

12 Anda memilih menonton film bergenre war atau

perang. HS S KK J HTP

13 Anda memilih menonton film bergenre fantasy

(film yang biasanya melibatkan hal-hal yang
HS S KK J HTP
tergolong mitos atau imajinatif seperti monster,
naga, sihir, dll.).
14 Anda memilih menonton film animasi.
HS S KK J HTP

BAGIAN III: SUBTITLE

15 Anda menonton film tanpa menggunakan subtitle.
HS S KK J HTP

16 Anda menonton film dengan subtitle berbahasa

HS S KK J HTP
Inggris.
17 Anda menonton film dengan subtitle berbahasa
Indonesia atau bahasa pertama anda. HS S KK J HTP

BAGIAN IV: INPUT & COMPREHENSION

18 Film berperan besar dalam meningkatkan
kemampuan bahasa Inggris anda. HS S KK J HTP

19 Film berperan besar dalam meningkatkan

kemampuan mendengarkan/listening bahasa HS S KK J HTP
Inggris anda.
20 Film meningkatkan kemampuan bahasa Inggris
anda 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 anda

tonton. HS S KK J HTP

23 Anda dapat menjelaskan kembali jalan cerita film

yang anda tonton. HS S KK J HTP

24 Anda dapat menangkap detail dalam sebuah film

(contoh: nama karakter pendukung, atau nama HS S KK J HTP
makanan kesukaan karakter utama)
25 Anda dapat memahami kalimat-kalimat berbahasa
Inggris yang diucapkan oleh karakter di film yang HS S KK J HTP
anda tonton.
26 Anda dapat memahami kosa kata yang digunakan
dalam film yang anda tonton. HS S KK J HTP

27 Anda dapat menemukan redundancy* dalam dialog

film. HS S KK J HTP
*Redundancy adalah ujaran yang kurang bermakna
 70
Appendix 2

seperti I mean, You know, Well, Um...

28 Anda dapat menemukan idiomatic expression*

dalam dialog film.
*Ungkapan dengan makna konotasi seperti: The HS S KK J HTP
test was a piece of cake (=mudah), I feel under the
weather (=tidak sehat)
29 Anda dapat menemukan slang language* dalam
dialog film.
*Bahasa pergaulan seperti: Nice ride (=mobil), atau HS S KK J HTP
I am so bummed (=kesal; kecewa), A weirdo
(=orang aneh)
30 Anda dapat mengerti makna kalimat dalam dialog
film berdasarkan intonasinya.
HS S KK J HTP
(contoh: intonasi naik untuk menyatakan
keterkejutan dan pertanyaan, dll)
31 Elemen visual membantu anda mengerti jalan
cerita.
HS S KK J HTP
(Anda hanya dapat mengerti jalan cerita film jika
anda melihat gambarnya)
32 Anda kesulitan saat menonton film dengan durasi
panjang (Lebih dari 2 jam) HS S KK J HTP

33 Anda dapat memahami jalan cerita suatu film

karena anda familiar dengan budaya yg HS S KK J HTP
ditampilkan dalam film tersebut.
34 Anda dapat memahami jalan cerita film karena
anda dapat menghubungkan dengan kehidupan HS S KK J HTP
pribadi anda.
BAGIAN V: ATTITUDE
35 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 dan

terhibur. HS S KK J HTP

38 Film yang anda tonton memberikan motivasi dan

inspirasi bagi anda. HS S KK J HTP

 TERIMA KASIH ATAS WAKTU DAN KERJASAMANYA 

 71
Appendix 3

The Questionnaire Scores from Pilot Test

item item item item item item item item item item item item
1 2 3 4 5 6 7 8 9 10 11 12
respondent
3 4 2 3 4 3 2 2 2 3 2 4
1
respondent
4 5 4 4 2 4 3 5 2 4 3 3
2
respondent
3 2 3 2 3 3 3 2 1 3 1 1
3
respondent
3 2 3 2 5 4 1 2 3 5 2 5
4
respondent
3 3 2 4 2 3 2 4 1 4 2 4
5
respondent
4 4 4 3 5 3 4 3 5 4 3 3
6
respondent
5 5 4 2 3 3 3 4 4 4 1 4
7
respondent
5 5 4 5 3 4 4 5 3 3 1 3
8
respondent
4 3 4 5 4 3 1 2 2 5 2 4
9
respondent
4 3 3 5 3 3 2 5 2 4 2 4
10
respondent
5 5 4 5 2 2 4 5 2 4 2 4
11
respondent
5 5 4 5 2 4 2 2 3 2 2 3
12
respondent
4 4 4 4 3 3 2 3 2 4 2 4
13
respondent
4 3 4 5 4 3 1 3 2 2 1 4
14
respondent
3 3 2 2 4 3 4 3 1 2 2 2
15
respondent
3 2 2 4 1 4 1 1 2 4 1 2
16
respondent
3 3 3 5 2 3 4 5 1 4 1 4
17
respondent
4 4 3 3 5 4 4 2 3 2 1 1
18
respondent
3 2 2 3 4 3 3 3 4 4 2 3
19
respondent
3 2 3 5 5 1 2 4 2 1 1 4
20
respondent
4 3 3 2 2 3 4 4 2 2 1 3
21
respondent
3 2 3 3 4 4 3 3 3 3 1 4
22
 72
Appendix 3

Item Item Item Item Item Item Item Item Item Item Item item item item
13 14 15 16 17 18 19 20 21 22 23 24 25 26
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
 73
Appendix 3

Item Item Item Item Item Item Item Item Item Item Item Item TOT
27 28 29 30 31 32 33 34 35 36 37 38 AL
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
 74
Appendix 3

The calculation of validity using Correlation

SPSS: Sig. (2-tailed) .166
Items with * or ** are valid. N 22
item11 Pearson
.121
Correlation
Sig. (2-tailed) .592
Correlations
N 22
Total item12 Pearson
item1 Pearson .347
.674 ** Correlation
Correlation Sig. (2-tailed) .113
Sig. (2-tailed) .001 N 22
N 22 item13 Pearson
item2 Pearson .462*
.586 ** Correlation
Correlation Sig. (2-tailed) .030
Sig. (2-tailed) .004 N 22
N 22 item14 Pearson
item3 Pearson .352
.796 ** Correlation
Correlation Sig. (2-tailed) .108
Sig. (2-tailed) .000 N 22
N 22 item15 Pearson
item4 Pearson .514*
.293 Correlation
Correlation Sig. (2-tailed) .014
Sig. (2-tailed) .186 N 22
N 22 item16 Pearson
item5 Pearson .139
.003 Correlation
Correlation Sig. (2-tailed) .536
Sig. (2-tailed) .989 N 22
N 22 item17 Pearson
item6 Pearson -.207
-.158 Correlation
Correlation Sig. (2-tailed) .355
Sig. (2-tailed) .483 N 22
N 22 item18 Pearson
item7 Pearson .718**
.144 Correlation
Correlation Sig. (2-tailed) .000
Sig. (2-tailed) .522 N 22
N 22 item19 Pearson
item8 Pearson .679**
.524 * Correlation
Correlation Sig. (2-tailed) .001
Sig. (2-tailed) .012 N 22
N 22 item20 Pearson
item9 Pearson .651**
.345 Correlation
Correlation Sig. (2-tailed) .001
Sig. (2-tailed) .116 N 22
N 22 item21 Pearson
item10 Pearson .306 .591**
Correlation
 75
Appendix 3

Sig. (2-tailed) .004 N 22

N 22 item33 Pearson
.472*
item22 Pearson Correlation
.406 Sig. (2-tailed) .026
Correlation
Sig. (2-tailed) .061 N 22
N 22 item34 Pearson
.606**
item23 Pearson Correlation
.463* Sig. (2-tailed) .003
Correlation
Sig. (2-tailed) .030 N 22
N 22 item35 Pearson
.228
item24 Pearson Correlation
.456* Sig. (2-tailed) .308
Correlation
Sig. (2-tailed) .033 N 22
N 22 item36 Pearson
.178
item25 Pearson Correlation
.711** Sig. (2-tailed) .427
Correlation
Sig. (2-tailed) .000 N 22
N 22 item37 Pearson
.564**
item26 Pearson Correlation
.679** Sig. (2-tailed) .006
Correlation
Sig. (2-tailed) .001 N 22
N 22 item38 Pearson
.381
item27 Pearson Correlation
.532* Sig. (2-tailed) .080
Correlation
Sig. (2-tailed) .011 N 22
N 22 Total Pearson
1
item28 Pearson Correlation
.666** Sig. (2-tailed)
Correlation
Sig. (2-tailed) .001 N 22
N 22 **. Correlation is significant at the 0.01
item29 Pearson level (2-tailed).
.081 *. Correlation is significant at the 0.05
Correlation
Sig. (2-tailed) .720 level (2-tailed).
N 22
item30 Pearson
.510*
Correlation
Sig. (2-tailed) .015
N 22
item31 Pearson
.196
Correlation
Sig. (2-tailed) .382
N 22
item32 Pearson
.322
Correlation
Sig. (2-tailed) .144
 76
Appendix 4

(FINAL QUESTIONNAIRE)

ANGKET KEGIATAN MENONTON FILM

Angket ini bertujuan untuk mendapatkan data mengenai kegiatan anda dalam menonton film
berbahasa Inggris. Perlu diingat bahwa ‘film’ yang dimaksud dalam angket ini hanya mengacu
kepada film berbahasa Inggris, baik yang menggunakan subtitle dan yang tidak. Film berbahasa
selain Inggris dan film berbahasa Inggris yang didub ke bahasa lain tidak termasuk ke dalam ruang
lingkup penelitian ini.

Sebelum anda menjawab, bacalah pertanyaan/pernyataan yang ada dengan seksama. Kerjakan
tanpa melihat jawaban orang lain karena tidak ada jawaban benar ataupun salah dalam angket ini.
Respon anda akan digunakan untuk penelitian, sehingga anda diharapkan memberi jawaban
dengan jujur dan sesuai fakta. Nama anda tidak akan dipublikasikan tanpa persetujuan anda. Jika
anda 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 □ Perempuan
4. Usia anda:
□ 17-18 tahun □ 19-20 tahun □ 21-22 tahun □ 23-24 tahun
5. Sudah berapa lama anda belajar Bahasa Inggris?
□ 1-3 tahun □ 4-6 tahun □ 7-9 tahun □ 10 tahun /lebih
6. 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? (boleh
pilih 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 seperti
hantu/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, mesin
waktu)
□ Thriller (film yang tujuannya membuat tegang penonton dg elemen seperti pembunuhan,
terorisme, dll)
□ War (film perang)
□ Lain-lain (sebutkan): … … … … … …
 77
Appendix 4

ANGKET
INSTRUKSI: Berilah tanda silang (x) pada jawaban anda! Anda hanya boleh memberi satu
respon pada tiap soal.

Keterangan: HS = Hampir selalu

S = Sering
KK = Kadang-kadang
J = Jarang
HTP = 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 setiap
bulannya?
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
 78
Appendix 4

11. Anda dapat memahami kalimat-kalimat berbahasa Inggris yang diucapkan oleh karakter di
film 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 piece
of 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), A
weirdo (=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 yg
ditampilkan 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 kehidupan
pribadi 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:

………………………………………………………………………………………………………..
………………………………………………………………………………………………………
 79
Appendix 5
 80
Appendix 5
 81
Appendix 6

Listening 4 Scores

Respondent Formative Mid Test Final Test Final Score

1 75 73 67.5 71
2 78 63 68 70
3 78 68 75 74
4 82 74 92.5 84
5 75 72 81.25 77
6 79 65 83.75 77
7 82 72 86.25 81
8 82 76 90 83
9 80 68 71.25 73
10 79 72 76.25 76
11 80 74 97.5 85
12 78 70 81.25 77
13 77 65 75 73
14 78 74 86.25 80
15 76 73 68.75 72
16 78 74 93.75 83
17 82 72 80 78
18 78 66 85 77
19 78 70 71.25 73
20 80 74 86.25 81
21 79 72 86.25 80
22 79 72 90 81
23 76 72 71.25 73
24 77 72 72.5 74
25 77 75 85 80
26 80 75 85 81
27 78 74 80 78
28 77 74 92.5 82
29 79 72 72.5 74
30 78 72 87.5 80
 82
Appendix 7

The Grouping of Data

A. Questionnaire Score
1. 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 30
k = 1 + 3.322 x 1.477
k = 1 + 4.9
k = 5.9 = 6

3. Determining the length of intervals (i)

R 27
i= = = 4.5 = 5
k 6

4. Making the grouped data distribution table

Scores Frequency
63 – 67 4
68 – 72 5
73 – 77 7
78 – 82 8
83 – 87 5
88 – 92 1

B. Listening Score
1. 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 30
k = 1 + 3.322 x 1.477
 83
Appendix 7

k = 1 + 4.9
k = 5.9 = 6

3. Determining the length of intervals (i)

R 35
i= = = 5.8 = 6
k 6

4. Making the grouped data distribution table

Scores Frequency
65 – 70 3
71 – 76 8
77 – 82 4
83 – 88 9
89 – 94 5
95 – 100 1
 84
Appendix 8

Pearson Product Moment Table

Level of Significance for a One-Tailed Test

df . 10 .05 .025 .01 .005 .0005
1 0.951 0.988 0.997 0.9995 0.9999 0.99999
2 0.800 0.900 0.950 0.980 0.990 0.999
3 0.687 0.805 0.878 0.934 0.959 0.991
4 0.608 0.729 0.811 0.882 0.917 0.974
5 0.551 0.669 0.755 0.833 0.875 0.951

6 0.507 0.621 0.707 0.789 0.834 0.925

7 0.472 0.582 0.666 0.750 0.798 0.898
8 0.443 0.549 0.632 0.715 0.765 0.872
9 0.419 0.521 0.602 0.685 0.735 0.847
10 0.398 0.497 0.576 0.658 0.708 0.823

11 0.380 0.476 0.553 0.634 0.684 0.801

12 0.365 0.457 0.532 0.612 0.661 0.780
13 0.351 0.441 0.514 0.592 0.641 0.760
14 0.338 0.426 0.497 0.574 0.623 0.742
15 0.327 0.412 0.482 0.558 0.606 0.725

16 0.317 0.400 0.468 0.542 0.590 0.708

17 0.308 0.389 0.456 0.529 0.575 0.693
18 0.299 0.378 0.444 0.515 0.561 0.679
19 0.291 0.369 0.433 0.503 0.549 0.665
20 0.284 0.360 0.423 0.492 0.537 0.652

21 0.277 0.352 0.413 0.482 0.526 0.640

22 0.271 0.344 0.404 0.472 0.515 0.629
23 0.265 0.337 0.396 0.462 0.505 0.618
24 0.260 0.330 0.388 0.453 0.496 0.607
25 0.255 0.323 0.381 0.445 0.487 0.597

26 0.250 0.317 0.374 0.437 0.479 0.588

27 0.245 0.311 0.367 0.430 0.471 0.579
28 0.241 0.306 0.361 0.423 0.463 0.570
29 0.237 0.301 0.355 0.416 0.456 0.562
30 0.233 0.296 0.349 0.409 0.449 0.554

40 0.202 0.257 0.304 0.358 0.393 0.490

60 0.165 0.211 0.250 0.295 0.325 0.408
120 0.117 0.150 0.178 0.210 0.232 0.294
∞ 0.057 0.073 0.087 0.103 0.114 0.146
Adapted 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.
 85
Appendix 9
 86
Appendix 10
 87
Appendix 10
 88
Appendix 10
 89
Appendix 10
 90
Appendix 10
 91
Appendix 10
 92
Appendix 10
 93
Appendix 10
 94
Appendix 10