THE RELATIONSHIP BETWEEN WATCHING MOVIE AND LISTENING SKILL

UNIVERSITAS MUHAMMADIYAH PURWOREJO

Yuni Wijayanti
yuniwijayanti970@gmail.com

ABSTRACT

A movie can be required to help students enhance their listening abilities. The purpose of
this study was to examine students' listening abilities and whether there is a relationship between
watching movies and students' listening abilities. A quantitative case study was employed.
Participants in this study were undergraduate English language education students, primarily in
the fourth semester. This study's instrument was a closed questionnaire that was utilized to
collect data. The findings showed that students' listening skills are in the medium term. There is
a relationship between watching movies and having good listening abilities. As indicated by the
fact that the value of r is bigger than the crucial value of the r table (0.479 > 0.361). Watching
movies can improve listening skills, as it can add insight into idioms, dialects, how to pronounce
words correctly and make learning more enjoyable.
Keywords: Watching movie, Listening skill

INTRODUCTION

Listening is the ability that anyone should be able to master in their daily lives. Listening
is also the key to making communication clearer to avoid misunderstandings. Listening,
according to Rost (2011), allows us to comprehend the world around us and is a necessary
component in the development of effective communication. Because listening is one of the most
crucial components of the five English abilities, it demands specific attention (Wills, 2006).
Understanding the speaker's accent or pronunciation, grammar and vocabulary, and means are all
part of the listening process. Listening is unlike any other language skill that students perceive to
be difficult, because it includes all interrelated sub-abilities such as receiving, understanding,
memorizing, analyzing, and responding (Renukadevi, 2014). According to Nushi & Orouji
(2020), Listening comprehension was affected by stress, worry, and loss or a lack of confidence.
Another concern is that they cannot understand what is the speaker saying on the recording and
cannot follow the speech of a native speaker. They must listen to it more than once to fully
comprehend the conversation. They could not even converse when they didn't understand
English accents, expressions, idioms, and slang words. According to that statement, listening is
an important part of unlocking all of the skills required for language learning.
 In this modern era, many media can be used as method learning. One of them is with
watching movies. With the internet, the more make it easy for looking for films in languages
English as a learning media. Movies give students example of English language used in ' real '
situations, especially interactive languages in real-life conversation. Movie expose students for
expression experience and genre talk naturally, with watching movies, students introduced with
context real language and listen to correct pronunciation, stress, intonation, and expression. As a
result, it can serve as a motivational medium in addition to being a movie because it covers a
wide range of topics and is accompanied by audio and visual stimuli (Stempleski, 2003),
advantages of using for learning the language is the picture and helpful voice arrange scene
incident and information additions, such as feature paralinguistic, provided as an endorsement
for listening understanding (Guichon & McLornan, 2008). According to Brophy (2004), audio-
visual media is a medium that offers educational content to listeners using sound (audio) and
images (visuals).

This study focuses on students ' listening skills by watching a movie. The combination of
using movies as learning media can make listening learning more fun and not monotonous. Other
research by Bravo, et al, (2011) and Ramadhika (2014) that video was revealed can improve
student motivation and focus. It is also proposed to enhance teachers', lecturers', and students'
knowledge of the proper therapy for strengthening their listening skills and understanding in
everyday life.

LITERATURE REVIEW

LISTENING
Listening is recognized as one of the most crucial skills in learning a foreign or second
language (Gilakjani & Sabouri, 2016). The process of receiving words through the auditory
system is known as listening. Accepting sound waves, detecting language (including segmental
and supra-segmental features), adjusting the message to the speaker's, comprehending purpose,
and storing the message for future use are all part of it (Moulic, 2012, p.2). Listening is one of
the main means of interacting with other people, because listening is the method most often used
to obtain information (Satterwhite & Olsen, 2007:76). There are four skills that must be mastered
in any foreign language: reading, listening, writing, and speaking. However, Listening from the
perspective of an EFL learner creates a sense of purpose and enhances their capacity to learn
foreign languages (Metruk, 2019). Listening is also one of the most challenging language skills
to learn (Hwaider, 2017).

MOVIE
Movie is an excellent medium to style informal situations to a learner where the actor
shouldn't slow down the class to understand or he should be artificial in conveying the dialogue.
In the process of film appreciation, students' abilities can be developed consciously or
unconsciously. They will face something impressive and different languages in the movie they
watch. Technological developments make it easier for students to find listening exposure via the
Internet. Many researchers and language specialists have paid more attention to the use of
technology in recent decades; for example, Woottipong (2014) investigated how video material
could affect students' listening skills, Wang (2015) carried out a research to investigate the
efficacy of video in EFL education, and Yang et al., (2010) developed virtual reality video-
capture technology for English classes. These studies show that the use of video as a technology-
based material has become popular among students and researchers. According to Mayer in
Savitrie (2012), video is a form of multimedia material that provides both aural and visual input.
It is a multimedia device that produces sound with moving images or text on the screen. While
watching videos, listeners can not only hear spoken language but also see animations, contextual
situations, speaker body language, and speaker expressions. Videos can be utilized to facilitate
students' listening comprehension by taking them outside to observe authentic situations when a
person or group of people express their ideas. In addition, animation or moving images provided
in a video can make it easier for students to get ideas or meaning from the video (Hadijah, 2016).
Several studies, which gave a positive results from watching movie and listening skills.
According to (Abdullah & Rahman, 2017; Adnan, 2014; Basit, 2020; Dung, 2021; Fussalam et
al., 2019; Hea-Suk Kim, 2015, p.; Liando et al., 2018; Rositasari et al., 2019; Sudrajat et al.,
2020) by watching movies during listening lessons, it can improve students' understanding of
listening skills. Students learn how to pronounce words correctly and useful expressions from
movies by watching them. The vast majority of students concur that watching English movies is
more useful than utilizing textbook CDs. Movies assist them in improving their listening skills
and comprehending the vocabulary and phrases used by native speakers. This study is similar in
that they both use movies to improve listening skills. The objective of this study is to find out
how watching movies can help in improving students listening skills. The following research
questions will be addressed in this study:
1. How is the students’ ability in listening?
2. Is there a relationship between watching movies and listening skills?

METHOD

PARTICIPANTS
To address the issues investigated, this study employs a quantitative approach.
Participants in this study were fourth-semester English majors enrolled in two classes at a private
university in Central Java, Indonesia, during the academic year 2022. They are from various
cities, with various backgrounds and cultures.

INSTRUMENT
In this study, researchers used quantitative methods in obtaining and processing data.
Quantitative research has attempted when a researcher delivers a survey to a sample or the entire
population of individuals to describe the population's behaviors, attributes, attitudes, or opinions
(Creswell, 2012). Students are given questions with a total of twelve items. The questionnaire
used a five-point Likert response scale from "Strongly Disagree" to "Strongly Agree”. The
questionnaire consists of twelve statements. In collecting data, the researcher adapted questions
from several previous researchers, such as (Assaf, 2015; Damronglaohapan, & Stevenson, 2013;
Liando et al., 2018; Rohiyatussakinah et al., 2022) with simple variations to accommodate the
conditions of the students in this study.

PROCEDURES
Quantitative techniques were used to collect data. Using a closed questionnaire
administered online through Google Forms. The respondents' consent was obtained prior to data
collection. The focus of this study is to show that viewing English movies may assist students in
improving their listening skills.

DATA ANALYSIS
The primary objective of this study was to investigate the effectiveness of utilizing films
to teach listening skills. This study uses one type of data analysis, namely quantitative analysis.
Quantitative data were processed through statistical measurements with closed questionnaires.
The results of the responses from the participants will be analyzed. A statistical program, SPSS
was also used in this study.

FINDING
The data obtained from observation through Google form is used to determine whether
watching English movies can improve students' listening skills.
Table 1. Mean of each statement
Statement Mean
1. I'm delighted with how movies have helped me 3,9
improve my listening skills
2. Movie can provide feedback to encourage 3,97
learners to improve their listening skills
3. Watching movies makes listening to English 4
more exciting
4. I enjoy learning listening through video 4
material more than audio material
5. Improve my understanding of unfamiliar 3,84
idioms, proverbs, and slang.
6. Learn the right pronunciation by watching 3,9
movies
7. Movies assist in understanding what native 4,1
speakers are saying in the movie
8. Understand unfamiliar accents and dialects 3,87
better
9. Sometimes the pronunciation of the sentence in 4,26
a movie is so fast that I don’t hear it properly
 10. Sometimes I focused on the movie rather than 3,77
listening to the conversations between the
characters
11. Sometimes there is a voice in movies that is not 4,06
clear and confusing me
12. Difficulty in determining the right movie genre 3,5
for listening

Based on the evidence presented above, it is clear that English movies make listening
learning more fun. It is proven by the average obtained by 4. Watching movies can also help
students understand what native speakers say in movies better. This is evidenced by the average
results obtained as much as 4, 1. Then there are difficulties that are often experienced by students
when watching movies, like the pronunciation of sentences that are too fast in the movie makes
students don’t hear it properly. It is proven from the data above with the average obtained of
4.26.

Table 2. Score Distribution of the Students’ Listening Achievement

Category Score Interval Number of Students Percent
Excellent 80-100 24 80%
Great 70-79 4 13,33%
Fair 60-69 2 6,67%
Poor 50-59 0 0%
Very Poor <50 0 0%
Total 30 100%

SPSS 26 was used to calculate the students' score for watching English movies,
according to the statistics. Total of students were 30. The mean student in watching English
movies is 79, 21 and the mean listening achievement is 83.1.
Table 3. Pearson Correlation
Watching Movie Listening Score
Watching Movie Pearson 1 .479
Correlation
Sig. (2-tailed) .007
N 30 30
Listening Score Pearson .479 1
Correlation
Sig. (2-tailed) .007
N 30 30

Table 3 showed that the correlation coefficient (rxy) was 0.479 at the 0.05 significance
level in a tailed test with N = 30, and the critical r-table value is 0.361. Because the obtained r
value is greater than the critical r value of the r table (0.479 > 0.361). It suggests that there is a
relatively strong relationship between watching English movies and listening achievement for
fourth-semester students of the English Education study program at the Muhammadiyah
University of Purworejo.

DISCUSSION
Researchers discovered that fourth semester students of Universitas Muhammadiyah
Purworejo's English education study program enthusiastically answered the questionnaire after
the researcher distributed it. Especially when the researcher asks those who like to watch movies,
almost all students answered that they do.
The data in table 1 show that learning listening through movie media is more enjoyable
and easier to understand. In addition, watching movies can also help students understand
vocabulary, idioms, and slang contained in the movie better and correctly. Participants in this
study believed that watching movies helped them improve their pronunciation skills. Gilakjani
(2012) showed that one of the most prominent components of language for teaching and learning
is pronunciation. Participants stated that learning through real-life situations increase motivation
and makes watching movies more effective and rewarding in terms of English learning. For
instance, Huang et al. (2011) highlighted the significance of using authentic teaching materials
such as media and movies because they provide learners with real-life exposure to the language.
Depending on the evidence mentioned above, the researcher believes that the more pupils
who watch English movies, the better their listening skills will develop. This statement is
supported by research from Herron in Ismaili (2013) previously stated that the video was used
because it contextualizes language (i.e., linking language forms with meaning) and more
effectively describing foreign cultures compared to other teaching material. Students can practice
important linguistic structure by watching videos of native speakers interacting in everyday
conversation situations.
This study was conducted with 30 participants, where they got different scores in the
listening test. A total of 24 students scored in the range of 80-100 which were included in the
excellent category, 4 students scored in the range of 70-79 in the great category, and the last 2
students scored in the range of 60-69 in the fair category. The calculation obtained an average of
79.21 for watching movies and 83.1 for listening achievement. Thus it can be said that their
listening ability is in the medium term.
The researcher compares this research with previous studies which have similarities with
this study. Rositasari et al. (2019) research, entitled "The Correlation between Students' Habits in
Watching English Movie and Listening Achievement (By Fourth Semester Students of
Universitas Muhammadiyah Palembang)". Those study also reveals a relationship between
watching movies and listening skills. But in those study, it was explained that the relationship
between watching movies and listening was low. Meanwhile, in this study, the relationship
between watching movies and listening skills is relatively high.
 The table above shows that watching English movies has significant relations with
students' listening achievement (r obtained = 0.479) in a two-tailed test on the significance level
of 0.05 of the 30 samples (r-table = 0.361). It suggests that there is a favorable and statistically
significant relationship between watching English movies and learners' listening abilities.
Because the estimated r value is greater than the r-table. The score is included in the relatively
high correlation, according to the interpretation table. In other words, there is a significant
positive relationship and relevance between watching English movies and improving one's
listening skills. According to this study, respondents' listening skills can be influenced by
watching English movies.

CONCLUSION
According to the results shown above, their listening abilities persist in the medium term.
Watching movies and listening skills have a big enough relationship and affect their listening
skills. It is proven by the data obtained and has been analyzed using SPSS 26 resulting in a value
of 0.479 which is greater than the r table of 0.361. In improving students' listening skills, they
need a lot of practice. The exercises given by the lecturer or self-study outside of learning section
in campus or school. With a lot of practice, the ability will definitely increase even if little by
little. Learning to listen using English movies as a medium makes it easier for students to
understand idioms, slang, accents that have never been heard, and dialects from other countries
which of course use English as the language in their country. In collecting data, researchers
obtained 30 respondents from 4th-semester students at a university in Central Java province. For
further research, it is expected to be able to deepen similar research with respondents in different
levels. For teachers, Teachers must be able to provide effective and enjoyable learning media in
order for learning to be entertaining. Last, students should continue to practice listening to
enhance their listening abilities.
 REFERENCES
Abdullah, U., & Rahman, I. F. (2017). The Correlation between Students’ Habit in Watching
Movie and Listening Skill. ETERNAL (English, Teaching, Learning, and Research
Journal), 3(1). https://doi.org/10.24252/Eternal.V31.2017.A10

Adnan, A. (2014). Improving Students’ Listening Ability through Movie Report. Proceedings of
2nd International Seminar on English Language Teaching (ISELT), 2(1), 7.

Assaf, A. H. (2015). The Difficulties Encountered by EFL Learners in Listening Comprehension

as Perceived by ELC Students at the Arab American University-Jenin. Palestine:
An-Najah National University.

Basit, A. (2020). Role of Animated Movies in Developing the Listening Skills of ESL Students.
Multidisciplinary Journal of Instruction (MDJI, 2(2).
https://journal.mdji.org/index.php/MDJI/article/view/58

Bravo, E., & et al. (2011). Video as a new teaching tool to increase student motivation. 2011
IEEE Global Engineering Education Conference, 638–642.

Brophy, J. (Ed.). (n.d.). Using Video in Teacher Education. Oxford, UK: Elsevier.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research Fourth Edition (Fourth Edition). Pearson Education Inc.

Damronglaohapan, S., & Stevenson, E. (2013). Enhancing Listening Skills through Movie Clips
on YouTube. Iafor the International Academic Forum. https://doi.org/www.iafor.org

Dung, P. T. T. (2021). The effects of Audiovisual Media on Students’ Listening Skills.

International Journal of TESOL & Education, 1(1), 13–21. https://i-jte.org

Fussalam, Y. E., Lestari, R., & Anggelia, R. Y. (2019). A Study of Listening Skills through
Movie: A Review of the Current Literature. Journal of Language Education
Development, 1(2). https://doi.org/ejournal.stkip-mmb.ac.id/index.php/pbi

Gilakjani, A. P. (2012). The significance of pronunciation in English language teaching.

Language Teaching, 5(4), 96–107.

Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ Listening Comprehension Difficulties in

English Language Learning: A Literature Review. English Language Teaching, 9(6),
123-133(6), 123–133.
Guichon, N., & McLornan, S. (2008). The effects of multimodality on L2 learners: Implications
for CALL resource design. 36, 85-93.

Hadijah, S. (2016). Teaching by using video: Ways to make it more meaningful in EFL
classrooms. Proceedings of ISELT FBS L/Niversifas Negeri Padang, 4(2), 307–315.

Hea-Suk Kim. (2015). Using Authentic Videos to Improve EFL Students’ Listening
Comprehension. International Journal of Contents, 11(4).
http://dx.doi.org/10.5392/IJoC.2015.11.4.015

Huang, J., Tindall, E., & Nisbet, D. (2011). Authentic activities and materials for adult ESL
learners. Journal of Adult Education, 40(1), 1–10.

Hwaider, S. (2017). Problems of teaching the listening skill to Yemeni EFL learners.
International Journal of Scientific and Research Publications, 7(6), 140–148.

Ismaili, M. (2013). The Effectiveness of Using Movies in the EFL Classroom – A Study
Conducted at South East European University. Academic Journal of Interdisciplinary
Studies, 2(4).

Liando, N. V. F., Sahetapy, R. J. V., & Maru, M. G. (2018). English Major Students’ Perceptions
towards Watching English Movies in Listening and Speaking Skills Development.
Advances in Social Sciences Research Journal, 5(6), 1–16.
http://dx.doi.org/10.14738/assrj.56.4627.

Metruk, R. (2019). Using English movies and TV programs for developing listening skills of
EFL learners. Інформаційні Технології і Засоби Навчання, 70(2), 227–236.

Moulic, M. (2012). Animation Films to Develop Effective Listening Skills in the Classroom.
International Peer Reviewed Journal, 2, 58–59.

Nushi, M., & Orouji, F. (2020). ‘Investigating EFL Teachers’ Views on Listening Difficulties
Among Their Learners: The Case of Iranian Context. SAGE Open, 10(2).
https://doi.org/doi: 10.1177/2158244020917393

Ramadhika, B. (2014). Improving Students’ Listening Skills Using Animation Videos for the
Eighth Grade Students of SMP N 6 Magelang in the Academic Year of 2013/2014.
Yogyakarta: Universitas Negeri Yogyakarta.
Renukadevi, D. (2014). The Role of Listening in Language Acquisition; the Challenges &
Strategies in Teaching Listening. International Journal of Education and Information
Studies, 4(1), 59–63.

Rohiyatussakinah, I., Ardiani, S., Nuraida, I., & Hidayanti, N. (2022). Investigating Young
Leaners Perception and Moral Values on Listening Skill Through Watching Movie
“Dora: The Lost City of Gold.” Journal of English Language Teaching and Literature
(JELTL), 5(1). https://doi.org/10.47080/jeltl.v5i1.1814

Rositasari, T., Larasati, F., & Yunensi. (2019). The Correlation between Students’ Habits in
Watching English Movie and Listening Achievement (By Fourth Semester Students of
Universitas Muhammadiyah Palembang). English Community Journal, 3(2), 368–379.
https://doi.org/10.32502/ecj.v3i2.2251

Rost, M. (2011). Teaching and Researching Listening. In Teaching and Researching Speaking:
Third Edition (2nd Ed.). Pearson Education. https://doi.org/10.4324/9781315692395

Satterwhite, M., & Olsen, J. (2007). Business Communication at Work 3rd Ed. Newyork:
McGraw Hill International Edition.

Savitrie, P. (2012). The use of authentic videos taken from YouTube in the teaching of English
to the ninth graders of SMP Negeri 12. Thesis. Malang: Faculty of Letters Universitas
Negeri Malang.

Stempleski, S. (2003). Integrating video into the classroom curriculum. Selected Papers from the
Twelfth International Symposium on English Teaching. Taipei: Crane.

Sudrajat, M. F., Ngafif, A., & Masykuri, E. S. (2020). The Correlation between Students’ Habit
in Watching Western-Movie and Listening Skill. Scripta : English Department Journal,
7(2), 25–34. https://doi.org/10.37729/scripta.v7i2.699

Wang, Z. (2015). An analysis on the use of video materials in college English teaching in China.
International Journal of English Language Teaching, 2(1), 23–28.
https://doi.org/10.5430/ijeIt.v2n1p23

Wills, R. (2006). An investigation of factors influencing English listening comprehension and

possible measures for improvement. University of Tasmania: Australia.
Woottipong, K. (2014). Effect of using video materials in the teaching of listening skills for
university students. International Journal of Linguistics, 6(4), 200.
https://doi.org/10.5296/ijI.v6i4.5870

Yang, J. C., Chen, C. H., & Jeng, M. C. (2010). Integrating video-capture virtual reality
technology into a physically interactive learning environment for English learning.
Computers & Education, 55(3), 1346–1356.
https://doi.org/10.1016/j.compedu.2010.06.005