THE CORRELATION BETWEEN WATCHING ENGLISH

MOVIES THROUGH NETFLIX AND STUDENTS' SPEAKING

SKILLS DURING NEW NORMAL ERA

(A Mixed-Method Study of the Department of English Education)

A Skripsi

Arranged by:
NUR MA’RIFATIL MUNAWWAROH
NIM: 11180140000014

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2022
APPROVAL SHEET

ii
STATEMENT OF AUTHENTICITY

iv
 ABSTRACT
In early 2020, the COVID-19 pandemic that hit the whole world, including
Indonesia, forced the government to require physical distancing in education.
Several new normalities have finally been implemented in the face of the COVID-
19 pandemic. This situation had a significant impact on the language learning
process which includes speaking skills. In addition, several new habits have begun
to emerge in the new normal era, including the habit of watching English films
through Netflix which is in great demand by the public. The purpose of this study
was to determine the relationship correlation watching English movies through
Netflix and the speaking ability of students of the Department of English
Education at Syarif Hidayatullah State Islamic University. The research method
used in this study was a mixed-method design. The researcher used descriptive
correlational in quantitative and descriptive qualitative to investigate whether
there was a correlation between watching English movies through Netflix and
students' English-speaking skills during the new normal era. The results of this
study indicated that the index value of the correlation coefficient between the two
variables was r count = .079 and r table = .333. So, it is stated that r count is smaller
than r table or .079 < .333. Therefore, it can be concluded that H1 was accepted and
H0 was rejected. However, the correlation value was calculated on the
interpretation of the correlation number of .00-.20 which means there was a
correlation or relationship between variables, but the correlation between the two
variables was very low. The results indicated that there was a very low correlation
between watching English films through Netflix and students' speaking skills in
the new normal era.

Keywords: speaking skills, English movies, new normal.

v
 ABSTRAK

Di awal tahun 2020, pandemi COVID-19 yang melanda seluruh dunia, termasuk
Indonesia, memaksa pemerintah untuk mewajibkan physical distancing dalam
aspek pendidikan. Beberapa kenormalan baru akhirnya diterapkan dalam
menghadapi pandemi COVID-19. Situasi ini berdampak signifikan pada proses
pembelajaran bahasa yang meliputi keterampilan berbicara. Selain itu, beberapa
kebiasaan baru mulai muncul di era new normal, antara lain kebiasaan menonton
film berbahasa Inggris melalui Netflix yang banyak diminati masyarakat. Tujuan
dari penelitian ini adalah untuk mengetahui hubungan antara menonton film
berbahasa Inggris melalui Netflix dengan kemampuan berbicara mahasiswa
Jurusan Pendidikan Bahasa Inggris Universitas Islam Negeri Syarif
Hidayatullah. Metode penelitian yang digunakan dalam penelitian ini adalah
mixed-method design. Peneliti menggunakan deskriptif korelasional secara
kuantitatif dan deskriptif kualitatif untuk mengetahui apakah ada hubungan
antara menonton film berbahasa Inggris melalui Netflix dengan kemampuan
berbahasa Inggris siswa selama era new normal. Hasil penelitian ini
menunjukkan bahwa nilai indeks koefisien korelasi antara kedua variabel adalah
rhitung = 0,079 dan rtabel = 0,333. Jadi, dinyatakan bahwa rhitung lebih kecil dari
rtabel atau 0,079 < 0,333. Sehingga dapat disimpulkan bahwa H1 diterima dan H0
ditolak. Namun, nilai korelasi dihitung pada interpretasi angka korelasi 0,00-0,20
yang berarti ada korelasi atau hubungan antar variabel, tetapi korelasi antara
kedua variabel sangat rendah. Hasil penelitian menunjukkan bahwa terdapat
hubungan yang sangat rendah antara menonton film berbahasa Inggris melalui
Netflix dengan keterampilan berbicara siswa di era new normal.

Kata kunci: keterampilan berbicara, film berbahasa Inggris, kenormalan baru.

vi
 ACKNOWLEDGEMENT

ِ‫بِسِمِِللاِِ ِالرحِنِِ ِالرحِيِم‬

(In the name of Allah, the Most Gracious, the Most Merciful)

Praise be to Allah who has given infinite blessings and love so that the writer
could finish this thesis well. Peace be upon the messenger of God, the Prophet
Muhammad, his family, and his companions. The preparation of this thesis aimed
to fulfill the requirements to obtain a Bachelor of Education degree at Syarif
Hidayatullah State Islamic University.

The author realized that many people have provided support and help during
the completion of this thesis. Therefore, on this occasion, the author would like to
express her gratitude to the author's parents, Mr. Hendri and the late Ms. Zumilah,
who had given infinite love, prayers, and attention. The author also expresses her
gratitude to her beloved stepmother, Mrs. Musyayadah, who had also given
prayers and support to the author.

Then, the author would like to express her gratitude to the esteemed
supervisors, Dr. Alek, M.Pd., and Drs. Syauki, M.Pd., for their guidance,
directions, times, advice, and enthusiasm while writing this thesis. The author
would also like to express her gratitude and highest appreciation to all those who
have helped in the completion of this thesis and prayed that Allah will give the
best in return to:

1. Dean of the Faculty of Educational Sciences, Dr. Sururin, M.Ag.

2. Headmaster of Department of English Education, Prof. Didin Nuruddin
Hidayat, M.A., Ph.D.
3. Secretary of Department of English Education, Zaharil Anasy, M. Hum.
4. All lecturers and the academic community, especially in the Department of
English Education, who have provided extraordinary knowledge and
experience to the author.

vii
5. All of the author's friends in the Department of English Education class 2018
for their support and the best moments, especially for the writer's close
friends; Suci Amaliyah, Muthiah Afifah, Dzaka' Muhammad, Irna Widiana,
the late Hilman Maulana, and Ustufiarrizqi.
6. Dearest author's friends; Muhammad Aldi Rohman, Indana Churin'in,
Khayatun Najah, Anik Khusniyah, Hilda Nurhidayah, Ummu Zahra, Liza Nur
Afni, Sabrina Pebriani, Agum Faris, Alvy Raisa, and Sarah Fauza for their
extraordinary friendship and support.
7. All participants voluntarily become the object of the author's research, so that
the author has completed the research well.
8. All people who cannot be mentioned one by one for their help and support.

The author realized this thesis is still not perfect because of the limited
knowledge and experience that the author has. Therefore, the author expected
suggestions and constructive criticism from various parties. Hopefully, this thesis
could be useful for readers and parties, especially in education.

Jakarta, 25th September 2022

The Author

Nur Ma’rifatil Munawwaroh

NIM. 11180140000014

viii
 TABLE OF CONTENTS

APPROVAL SHEET .............................................................................................. ii

ENDORSEMENT SHEET .................................................................................... iii

STATEMENT OF AUTHENTICITY ................................................................... iv

ABSTRACT ............................................................................................................ v

ACKNOWLEDGEMENT .................................................................................... vii

TABLE OF CONTENTS ....................................................................................... ix

LIST OF TABLES ................................................................................................ xii

LIST OF FIGURES ............................................................................................. xiii

LISTS OF APPENDICES ..................................................................................... xv

CHAPTER I ............................................................................................................ 1

A. Background of the Study.............................................................................. 1

B. Identification of the Problem ....................................................................... 3

C. Limitation of the Problem ............................................................................ 3

D. Research Questions ...................................................................................... 4

E. Objectives of the Study ................................................................................ 4

F. Significance of the Study ............................................................................. 4

CHAPTER II ........................................................................................................... 7

A. English Speaking Skills ............................................................................... 7

1. The Importance of Speaking Skills .......................................................... 8

2. Advantages of English-Speaking Skills ................................................... 9

3. English Speaking Difficulties ................................................................. 10

B. Movie as A Learning Medium ..................................................................... 7

C. Learning during New Normal Era................................................................ 9

ix
 1. New Normal Era ..................................................................................... 10

2. Challenges in Learning Process during the Pandemic ........................... 12

D. The Previous Studies .................................................................................. 13

CHAPTER III ....................................................................................................... 21

A. Research Method and Design .................................................................... 21

B. Research Settings ....................................................................................... 21

C. Population and Sampling Technique ......................................................... 21

D. Research Instrument ................................................................................... 23

E. Data Collection Technique ......................................................................... 25

F. Data Management ...................................................................................... 25

G. Data Analysis Technique ........................................................................... 26

H. Statistical Hypothesis ................................................................................. 27

CHAPTER IV ....................................................................................................... 28

A. Research Findings ...................................................................................... 28

1. Data of Students’ Frequency of Watching English Movies Through

Netflix ............................................................................................................ 28

2. Students’ Speaking Skill Score .............................................................. 31

3. The Correlation between the Two Variables .......................................... 32

4. Validity and Reliability .......................................................................... 34

5. Students’ Interest in English Movies ...................................................... 37

6. Students’ Responses to Online Learning during New Normal Era ........ 38

7. Students’ Perceptions to the Impact of Online Learning on Language

Skills in General............................................................................................. 41

8. Students’ Perceptions to the Relationship between English Movies

Through Netflix and Students' Speaking Skills during New Normal Era ..... 42

B. Discussion .................................................................................................. 47

x
CHAPTER V......................................................................................................... 52

A. Conclusion ................................................................................................. 52

B. Suggestions ................................................................................................ 53

REFERENCES...................................................................................................... 54

APPENDICES ...................................................................................................... 61

xi
 LIST OF TABLES
Table 3.1 Student Speaking Assessment Indicators ............................................ 23

Table 3.2 Student Speaking Performance Score-Category .................................. 24

Table 3.3 Interpretation of Number Correlation .................................................. 26

Table 4.1 Frequency of Watching English Movies Through Netflix during

New Normal Era ................................................................................. 28

Table 4.2 Percentage of Students’ Frequency Watching English Movies

Through Netflix during New Normal Era .......................................... 30

Table 4.3 Data of Students’ Speaking Skill Score ............................................... 31

Table 4.4 Percentage of Students' Speaking Score Based on Each Score ........... 32

Table 4.5 Descriptive Statistics ............................................................................ 32

Table 4.6 The Correlation (r) Between Two Variables ........................................ 33

Table 4.7 Validity Test Results Statistics ............................................................ 34

Table 4.8 Case Processing Summary ................................................................... 35

Table 4.9 Reliability Statistics ............................................................................. 36

Table 4.10 Reliability Test Results Statistics ....................................................... 36

Table 4.11 Cronbach’s Alpha Value Range ......................................................... 37

Table 4.12 Percentage of Students’ Interest in English Movies ........................... 37

Table 4.13 Percentage Whether or Not Students Have Participated in

Online Learning During New Normal Era ......................................... 38

Table 4.14 Students’ Perceptions of Whether or Not the Impact of Online

Learning on Language Skills in General ............................................. 41

Table 4.15 Students’ Perceptions of Whether or Not the Impact of Online

Learning on the English-Speaking Skill ............................................ 42

xii
 LIST OF FIGURES

Figure 2.1 Indonesia COVID-19 Situation per May 16, 2022 ........................... 16

Figure 3.1 Data Management of the Research .................................................... 26

xiii
 LISTS OF APPENDICES
Appendix Page

1. Questionnaire Form of Indirect Interview .................................................. 61

2. Questionnaire Indicators ............................................................................ 64
3. Video or Audio Recording Task ................................................................ 65
4. Interview Results ........................................................................................ 66
5. Speaking Assessment Results .................................................................... 88
6. Item-Total Statistics .................................................................................... 89
7. Correlations ............................................................................................... 90
8. Score of Questionnaire .............................................................................. 95
9. Research Permission Letter ........................................................................ 96
10. Advisory Application Letter ...................................................................... 97
11. Author’s Profile .......................................................................................... 98

xv
 CHAPTER I
INTRODUCTION

A. Background of the Study

A new virus variant appeared that put the world in a global pandemic at the
end of 2019. The virus became known as the Coronavirus or COVID-19. COVID-
19 is an infectious disease caused by a new virus, namely Coronavirus
(Pragholapati, 2020). COVID-19 impacts adolescents and students in college,
either directly in the form of exposure to the virus or as secondary effects caused
by new habits or new normal to stop transmission (Efrizal, 2020). In preventing
the spread of the virus, educational institutions have been temporarily closed by
most governments around the world to contain the spread of the COVID-19
pandemic. More than 91% of the world's student population is affected by the
closure of most schools worldwide. Several other countries have implemented
local closures affecting millions of additional students. UNESCO supports
countries in their efforts to reduce the direct impact of school closures,
particularly for the more vulnerable communities, and to facilitate continuity of
education for throughout distance learning (Billy, 2020).

Consequently, since March 2020, Jakarta State Islamic University has started
an online lecture system. This online course is only a lecture method, where the
course and the learning process differ from usual. Since the COVID-19 pandemic,
online learning methods have been the best alternative so far for lectures on
campus. Using this online learning system, various problems faced by students
and lecturers sometimes arise, for example, lecturers giving additional tasks for
incomplete courses (Siahaan, 2020). Goldberg stated that the COVID-19
pandemic negatively impacts academic aspects (2021). It will not be too
problematic for theoretical courses if it faces online lectures. Therefore, for
courses that require practice, online lectures are not a solution, and the impact of
this situation is the lack of knowledge and understanding of students about the
material.

1
 2

Then, speaking is one of the language skills taught to students of the English
Education Study Program at Jakarta State Islamic University. In learning a
language, students are expected to master language skills. One of the language
skills is speaking skill. Speaking skills are part of several language skills that
require practice in the student learning process. According to Bueno, Madrid, and
Mclaren (2006, as cited in Rao, 2019) stated that the most demanding English
skill is speaking ability over all other skills. Therefore, having excellent speaking
skills is a priority for students, and speaking is an important requirement for them.
Language learners sometimes judge their success in language learning based on
how capable and fluent they are in their spoken language skills (Leong & Ahmadi,
2017). When students make sentences and sounds, they publish information,
feelings, and opinions. This shows that speaking has an important role and impact
in measuring students' language learning (Abdurrahman, 2019).

In learning a language, especially English, the language skill that stands out
and is often considered is speaking skill. Sometimes people think that someone is
proficient in a language because of excellent speaking skills. Based on
Puspitaningrum (2017), one of several important criteria to determine a person's
success or failure in learning English can be judged by a person’s English
proficiency level. This means that the most important skill in English is speaking
skill because speaking is the most determining factor of language learning success
compared to other skills in language teaching. Furthermore, the reality showed
that many students failed and had various problems in learning English, especially
speaking skills. Before the new normal era, during the process of learning
speaking skills, lecturers in the Department of English Education usually invited
students to practice speaking in class; debate using English, convey arguments
using English, intense communication using offline English, and so on.

In another case, during the new normal era, which requires people to carry out
various activities from home, some habits often arise. One of these habits is the
intensity of people watching movies through various media, one of which is the
Netflix application. Watching movies is a habit that during the new normal era is
 3

currently favored by students, children, or parents in their spare time (Megawati et

al., 2021). A wide range of English vocabulary with a British or American accent
can be heard while watching English movies on Netflix. Various vocabularies
heard by students are then processed into sentences, phrases, idioms or
expressions, and terms that students can pronounce and have meaning.

Pamula (2020) said that many students have found out that movies used in
English as a Foreign Language (EFL) training may be an essential part of the
curriculum. Using movies as a medium for learning English provides background
information that activates prior knowledge in students, which is very important in
stimulating the four language skills (Megawati et al., 2021). This is based on the
reality that the movie depicts the 'native language' used in the original setting and
in the cultural context in which the foreign language is spoken. Besides interesting
stories, English movies also use English. Therefore, the author feels the need to
conduct further investigations and studies related to the correlation between
watching English movies through Netflix and the speaking ability of students,
especially students of the Department of English Education at the Jakarta State
Islamic University batch of 2018.

B. Identification of the Problem

Based on the explanation above, the author identified the problem as follows:
1. Student interest in learning during the pandemic has decreased.
2. The lack of direct interaction and communication between students and
lecturers in the online learning process during the new normal era.
3. Less student understanding of the courses taught during online learning,
including mastery of language skills.
4. Students prefer to watch movies through digital applications during the new
normal era instead of deepening their knowledge during online learning.
5. During the new normal era of COVID-19 Pandemic, the practice of English in
daily activities by students was disrupted.

C. Limitation of the Problem

 4

The author realized many things are certainly interesting to study and research
at the Department of English Education, Syarif Hidayatullah State Islamic
University Jakarta. However, the authors limit the research problem to be more
focused. The author focuses on research on the correlation between watching
English-language movies through Netflix and the English-speaking skills of the
students of English Education Department at UIN Jakarta batch 2018.

D. Research Questions
Referring to the problem of this research, the author formulated the problem
as follows:
1. Is there any correlation between watching English movies through Netflix and
students’ speaking skill during new normal era?
2. What are forms of the correlation between watching English movies through
Netflix and students’ speaking skills during new normal era?

E. Objectives of the Study

Based on the research questions above, this study aimed:
1. to reveal if there is correlation between watching English movies through
Netflix and students’ speaking skills during new normal era, and;
2. to find out if there are any positive or negative correlation between watching
English movies through Netflix and students’ speaking skill based on
students’ perceptions.

F. Significance of the Study

The significance criteria apply where content is considered in terms of how
fundamental it is to the theme under study (Cahapay, 2020). The author hoped
that this research can significantly contribute both theoretically and practically.
Theoretically, the author hoped readers can gain knowledge about the relationship
between watching English movies through Netflix and the speaking ability of the
students of the English Education Department during the new normal era.
 5

As for practically, the findings of this research can be helpful for everyone
involved in the learning process of English, including lecturers, students, and also
other researchers. The author hoped that this research can help lecturers to gain
knowledge about the relationship between watching English movies through
Netflix and the students’ speaking ability, especially students in English
education. Then, English movies can impact their speaking skills, as movies help
to present real-life contexts, accents, and dialects. This provides understandable
and meaningful input for students, especially during the online learning process
during a pandemic or new normal era, then after the pandemic is over. Then for
other researchers, this research can be used as a reference to conduct relevant
research.
 CHAPTER II
THEORETICAL FRAMEWORK

A. English Speaking Skills

Language is an important part of social life and communication plays a major
role in communicating. People usually use language as a medium to express what
they feel, think, express their emotions, and so on. People most often
communicate by talking. There are four basic skills in learning a foreign
language; reading, writing, listening, and speaking (Stiawan, 2020). Speaking is
one of the four basic competencies that students must master well. It has an
important role in language learning because practically the primary goal of
language learning is to communicate (Liando et al., 2018).
Then, in communicating, speaking has an important role in conveying
messages that show unique characteristics from what is written. This can be seen
from the potential of voice, facial language, gestures, tone, articulation, pressure,
rhythm, and stop (Wahyuningsih & Afandi, 2020). The teacher provides
opportunities for students to speak and improve their speaking skills. Speaking is
an important skill that is daily life communication, and information, the main
purpose of which is to build and maintain social relations (Puspitaningrum, 2017).
Speaking is an effective method used in real interaction communication.
Brown (2007) argued that speaking is an interactive process for conveying
meaning that involves the production, reception, and processing of information.
This means that speaking is a human activity used to give and receive
information. In addition, speaking is one of the four activities in English language
skills that have an important role in everyday life, even as the main ability to
communicate between humans. Speaking is the active use of language to express
meaning so that others can understand it. This means that speaking is related to
communication in human life (Puspitaningrum, 2017). Speaking can be expressed
as the skill of using language accurately to express meaning to get information
and knowledge from others in a complete life situation.

6
 Kathleen (2003, as cited in Stiawan, 2020) stated that speaking is a human
action that we do not avoid observing until something is seen in it. Speaking is an
activity that serves to communicate opinions, ideas, and feelings, and
communicate with other people. In daily activities, people will never be separated
from speaking, and speaking English has become commonplace in the wider
community. Some things that must be considered in speaking English are the rules
of grammar, fluency, vocabulary, pronunciation, and comprehension, and all the
components to create an excellent speaker. Speaking has an effect that shows
students' exposure to learning English (Giardis, 2020).

According to Bashir, et.al. (2016), speaking is a productive skill. It is like any

other skill but speaking skill is more complicated because it involves more than
just saying words. Speaking is a productive skill because the learner produces
speech and must also convey its meaning (Giardis, 2020). Speaking English is a
troublesome skill to learn and gain because speaking is a constant skill and there
will be reactions from listeners and need to react again to what they are saying.
Here, accuracy is needed in answering the partner's questions for sure in speaking
English. Based on some theories above, the abrupt conclusion is that speaking is a
communication activity that requires two ways, namely the speaker and the
recipient. The purpose of speaking is to gain a common understanding and
perception of the topic being discussed. Speaking skills are important for learners
to measure their language knowledge.

1. The Importance of Speaking Skills

Based on Chaney and Burk (1998, as quoted in Haka et al., 2021),
speaking is sharing meaning and building meaning in various contexts through
conveying messages using verbal and nonverbal symbols. Then, they (Haka et
al., 2021) added that it is well known that the purpose of learning English is to
communicate well, and students should be given more time to study and
practice speaking skills.
Speaking skill seems to be more difficult than the four language skills
because the speaker has to produce sentences suddenly. This is certainly an

6
 obstacle for foreign language learners to produce sentences without studying
grammatical structures and having adequate knowledge of vocabulary. In
addition, this speaking skill is also useful for students when they have to
adjust well to their profession. In this day and age, it has become natural for a
candidate's talent to be assessed during job interviews and most selections are
based on interview performance (Rao, 2019).
Therefore, the importance of speaking skills is enormous for every
language learner. Language speakers need to be specially trained and directed
in speaking skills for the fluency of any system. To be a good communicator,
a person must be proficient in each of the four language skills, namely
listening, speaking, reading, and writing, but the ability to speak well provides
several distinct advantages to the speaker (Kadamovna, 2021).
2. Advantages of English-Speaking Skills
The entire world has become a global place and people communicate in
the same language, namely English, in this modern era. English is a language
that is widely used in various fields, from education to tourism. Therefore,
many foreign language learners try to learn English. They must gain the four
basic language skills in learning it; speaking, listening, writing, and reading.
Reading and listening are receptive or passive skills, while writing and
speaking are productive or active skills (Rao, 2019).
Although there are four other skills in English, speaking skill is the most
effective among them because most of the communication is done through
oral communication. Based on Rao (2019), some advantages of speaking skills
are: actively taking part in pair or group activities in class; developing critical
thinking among students; increasing knowledge; improving critical thinking
and problem-solving skills; giving presentations for various purposes; getting
better job opportunities; increasing individual income; interacting with people
all over the world; enhancing the speaker's overall personality development;
knowing world culture; continuing higher education abroad; travelling to
foreign countries with ease, and so on.

6
3. English Speaking Difficulties
The ability to speak certainly has several aspects that can influence
learners in practicing it. One of the most important difficulties in achieving
language learning is the effective side of the learners. Learners' affective
difficulties include fear of making mistakes, anxiety, lack of self-confidence,
and shame (Thao & Nguyet, 2020). In addition, they (2020) also stated that
internal and external problems affect students' enthusiasm for speaking
English. Internal issues are students' self-motivation, while external
motivation comes from outside the students themselves.
Then, the most frequently experienced difficulty when speaking in
English, according to Putri et al. (2020) is because of the difference between
writing and pronouncing a word or phrase. For native speakers, of course, this
is not a problem. However, for foreign speakers, including Indonesian
students, these differences make it difficult for them to practice English.
Thus, Dong (2022) stated in his research that students majoring in English
had more difficulty with psychological factors than language and
environmental factors. Then, most of the students experienced difficulties
related to linguistic factors, such as a lack of vocabulary knowledge, to
verbally generate ideas and arguments about many topics at hand. As for the
psychological factors, some students stated that the difficulties they faced
were low self-confidence. Then, from the environmental aspect, he stated that
the students also had difficulty finding a suitable environment to train them in
speaking English.

6
 7

B. Movie as A Learning Medium

A movie is a sequence of images in a frame whose sequence is presented via
the LCD (Puspitaningrum, 2017). A film or movie is the cinematography.
Cinematography comes from the word cinema, which means "movement". “Tho”
or “phytos” which means light (Alfathoni & Manesah, 2020). Therefore, the film
can also be interpreted as a depiction of motion using light. Film in celluloid form
is defined as a technical device for storage and production, it forms the basis for
storing and displaying the basic media type of film that conveys semiotic content
to people. For a media product to qualify as a film, it must meet certain cultural
conventions, i.e. besides having several unrelated images recorded in a coherent
sequence, as in a slideshow, there must be a director and script behind the
composition, and certain communicative and aesthetic parameters (Bruhn &
Schirrmacher, 2022).
A movie or film tells a story or shows an actual situation. A movie is a series
of images that are alive and moving. A movie is a type of story that is recorded as
a collection of moving images to be shown on television or in theaters. The movie
as multimedia can be used in the teaching and learning process of English because
it helps display content, deepen understanding, and improves lexical and
grammatical learning. Moreover, it helps to improve limited vocabulary, poor
grammar, listening, and speaking skills (Pamula, 2020).
Alfathoni and Manesah (2020) stated in their book that initially the film was
still a black-and-white image and so on, growing rapidly. Through these
developments, films have become industrial commodities, ranging from
commodities to Hollywood, and Bollywood, to Hong Kong. Currently, there are
many types of movies, so students can choose the type of movie they like. Films
are now widely available on various platforms and can be easily accessed by
students. This makes it an accessible resource for students to help improve their
speaking skills. The actors in the movies provide a presentation as how to
pronounce a word or sentence properly and correctly (Yudar et al., 2020).
 8

According to Didkovska (2018), movie sets the language in context unusually;

it offers cultural features in a realistic environment and gives an accurate
representation of the language used. Furthermore, he has added in his paper that
movie as a medium of learning, is much more direct and certainly more
challenging than textbooks, and displays all the speech cues we normally naturally
use in real life. Using movies in language learning may also provide a variety of
activities that are appropriate for all abilities, such as assisting students who are
struggling to learn or assisting students who are struggling to learn. When a film
has a great story, an impressive setting, a great cast, and an exceptional situation,
it increases the number of people who want to speak the language. Films provide
not only abstractions of spoken or written words but also a holistic picture of
language culture, as found in audio sources or textbooks.
Then, the influence of English movies on learning according to Albiladi et al.,
(2018), in their research, they found that language learners consider movies as an
effective and useful way to learn English. Furthermore, interviews revealed that
movies can be used to develop not only language skills but also learned autonomy
and cultural awareness. Movies are fun and original, and make the learning
process more interesting for language learners. Significantly, the usage of English
movies for studying and teaching English is usually encouraged since it may
improve students' language development.
1. Netflix
Description of Netflix according to its official website (netflix.com., n.d.)
is a streaming service that offers award-winning TV shows, movies, anime,
documentaries, and more on thousands of internet-connected devices. Viewers
can watch as much as they want, whenever they want, without a single advert,
all for one monthly price. The website also adds that there are always new
movies to watch and television shows added every week.
Netflix does not have a definite definition. However, according to Davis
(2016), Netflix is the most widely used definition of binge-watching but does
not consider the varying episode lengths of different programming. Netflix is
 9

one of the largest Streaming Video on Demand (SVOD) service providers in

the world that has a customer service system (Lestari et al., 2020).
Netflix is a subscription-based streaming service that allows people to
watch TV shows and movies without ads through any device connected to the
internet. Netflix started its streaming service in 2007, a collaboration between
television networks NBC, FOX, and ABC, and started as a free on-demand
video website (Vielen, 2018, p. 9). Netflix was amazing back then for
releasing episodes of every season simultaneously. The release model used by
Netflix is one of four features that distinguish Netflix from other streaming
companies and provides a unique viewing experience to its viewers.

C. Learning during New Normal Era

Indonesia has implemented an emergency response period for handling
COVID-19 since early March 2020, followed by a change in the regional
quarantine policy to PSBB starting April 10, 2020, in Jakarta, followed by several
cities around Jakarta, then followed by other areas in the country containing
coverage of provinces, regencies, and cities that showed a significant trend of
increasing cases (Muhyiddin, 2020). The education system is facing a post-
COVID-19 era marked by a "new normal". This expression first appeared in the
business field. Since then, the term has been used in different contexts to mean
that something previously unusual has become distinctive (Cahapay, 2020).
Then, while many governments in Asia and Western Europe tighten controls
to avoid a second wave of COVID-19, Indonesia is still in the grip of the first
wave, battling to keep the number of cases under control, which is rising faster
than in many surrounding countries. Singapore, for example, which discovered
the virus's spread early, responded quickly with monitoring of incoming tourists,
travel restrictions, and extensive contact tracing beginning in early January 2020.
While these efforts were initially effective, infections climbed around April.
Singapore went into lockdown, closing schools, colleges, and workplaces to limit
the number of cases daily. Thailand, Vietnam, and Malaysia likewise
 10

implemented lockdown measures early on and, despite some temporary hiccups,

could reduce new infections (Sparrow et al., 2020).
The COVID-19 pandemic is one of the most disturbing global health events in
memory for the last two years (Sinyor et al., 2021). COVID-19 is an infectious
disease caused by a new virus, namely Coronavirus (Pragholapati, 2020).
Educational institutions have been temporarily closed by most governments
around the world to contain the spread of the COVID-19 pandemic. More than
91% of the world's student population is affected by the closure of most schools
worldwide. Several other countries have implemented local closures affecting
millions of additional students. UNESCO supports countries in their efforts to
reduce the direct impact of school closures, particularly for the more vulnerable
communities, and to facilitate continuity of education for throughout distance
learning (Billy, 2020).
1. New Normal Era
In response to the growing global crisis and the worsening domestic
situation, the government finally took emergency action. Its actions include
declaring a national health emergency and imposing social distancing
measures in Jakarta and other affected areas. On April 2, 2020, Indonesia
closed its international borders and banned foreigners from entering the
country (Olivia et al., 2020). The definition of pandemic based on Maquel as
quoted in Çetin & Kara (2020) is described as an epidemic that occurs
globally or across a vast geographic region, crosses international borders, and
affects a huge number of people. According to Qiu et al., (2017), medical texts
do not define a pandemic yet, but there are some key features of a pandemic,
including wide geographic expansion, high explosion or attack rate, disease
spread, novelty, severity, infection, and contagion, which help us understand
the concept. better, if we examine the similarities and differences between
them. The crisis caused by the pandemic has been associated with enormous
negative effects on health, the economy, and security. In addition, the
pandemic has caused significant political and social disruption. A pandemic
increases death and illness across a huge geographic region while also causing
 11

social and political deterioration. It has played an important role throughout

human history and in the advancement of civilization. The pandemic's severe
socioeconomic concerns have resulted in changes in the country's agenda and
created challenges, including hygiene standards, that people must pay more
attention to when living next to each other (Çetin & Kara, 2020).
The World Health Organization (2019) stated that Coronaviruses are a
group of viruses belonging to the Coronaviridae family, which infect both
animals and humans. Human coronaviruses can cause a mild illness similar to
the common cold, while others cause more severe illnesses. A new type of
coronavirus that was previously unidentified in humans emerged in Wuhan,
China, in December 2019.
Then there's evidence of how deadly the new coronavirus is, partly
because of the improvements in managing the disease as doctors learn what
treatments work. Countries are responding to the COVID-19 outbreak with
measures, such as lockdowns. Besides the uncertainty caused by the growing
understanding of COVID-19, two other caveats affect the comparison of
health effects across countries. First, the health threat from COVID-19 is very
age specific. In this case, it is much riskier for the elderly (Olivia et al., 2020).
Furthermore, Indonesia is also a country affected by the COVID-19
pandemic with over six million positive cases as of August 1, 2022, and more
than one hundred and fifty thousand people died from being infected with the
COVID-19 virus (World Health Organization, 2022).
 12

Figure 2.1
Indonesia COVID-19 Situation per August 1, 2022
(World Health Organization, 2022)

2. Challenges in Learning Process during the Pandemic

The COVID-19 pandemic has caused the closure of schools, training
institutions, and educational facilities in many countries. Education systems in
most countries have adopted a relatively new education model through various
online platforms and are forced to adopt a system that is arguably 'unprepared'.
Schools have closed to contain the global pandemic, and teachers, students,
and parents in most countries have felt the unexpected impact of the COVID-
19 pandemic (Pokhrel & Chhetri, 2021).
The COVID-19 pandemic has affected students' life based not only on
their level and topic of study but also on where they are in their program.
Those who transition from one phase of education to another, such as from
school to college or from higher education to a job, have unique problems.
They cannot finish their school curriculum and examinations as normal, and in
many circumstances, they will be removed from their social group practically
immediately (Daniel, 2020).
Here are some challenges of distance learning during the COVID-19
pandemic, according to Dubey and Pandey (2020): For students who live in
 13

remote areas, technological facilities in the area are certainly inadequate, so

the online learning process is far from optimal; Inadequate infrastructure; The
major issue with any effective implementation is a lack of suitable
infrastructure. To apply digital learning, the institution's and students'
infrastructure must be appropriate; In online learning, students will experience
a paradigm shift in thinking. For students, the situation is too sudden so it may
be difficult for them to change their mindset from face-to-face learning to
online learning that is carried out remotely; and lack of media or platform
preparation in the delivery of learning materials by schools or universities.

D. The Previous Studies

Research on the effect of English movies on students' language skills in
general and speaking skills in particular has been carried out by several previous
researchers with various variables. Research related to watching English movies
in various learning contexts has been carried out in several geographic locations.
This research includes research conducted in countries that do not speak English,
such as the United Arab Emirates (Murshidi, 2020), China (Li & Wang, 2015),
and also Indonesia (Giardis, 2020; Hikmah, 2020; Liando et al., 2018;
Puspitaningrum, 2017; Yudar et al., 2020).
Then, several previous studies had various research purposes. The research
conducted by Giardis (2020) was to find out whether there is a significant effect
of using short Islamic videos on the speaking ability of students in the second
grade of SMP Daarul Ma'arif, North Jakarta. In this study, she focused on the
impact of using Islamic short videos on students' speaking skills. Then, a research
conducted by Puspitaningrum (2017) required classroom action. The purpose of
her study was to determine whether there was a significant effect of using
animated films on students' speaking skills in the first semester of eleventh grade
at MA Al Hikmah Bandar Lampung. Then, a research conducted by Liando et al.
(2018) aimed to determine the perception of students majoring in English towards
watching English movies to develop listening and speaking skills. This research
was conducted at a university in North Sulawesi, especially for students taking
listening and speaking courses. Then, a study conducted by Hikmah (2020) aimed
 14

to determine the relationship between watching English movies and students’

speaking ability. Then, a study conducted by Murshidi (2020) aimed to investigate
and analyze the effectiveness of films in improving the language skills of EFL
learners, especially in the United Arab Emirates. Moreover, the purpose of her
study was to determine the moderating role of learning motivation in the
relationship between watching English films and students' speaking and listening
skills. Then, a study conducted by (Li & Wang, 2015) aimed to determine the
effectiveness of watching English movies in the classroom. This research is a
study of previous literature.
Furthermore, Giardis (2020) used quantitative analysis in this study to analyze
and collect data. In addition, in this research, she also used a quasi-experimental
research design study. The sample uses two groups selected for a quasi-
experiment. From the results of her research, she found that the use of Islamic
short videos in the second grade of SMP Darul Ma'arif will have a positive impact
on students' speaking skills. Then, Puspitaningrum (2017) also used the same
research approach. The research sample used was two classes comprising 30
students for the experimental class and 30 students for the control class. In the
experimental, the researcher used animated films and in the control class, the
teacher used pictures. Data collection was carried out for 3 meetings. In collecting
data, the researcher used an instrument as an oral test. As before giving treatment,
the researcher gave a pre-test for the research object. In her research, the author
found that there was a significant effect of using animated films on students'
speaking skills in the first semester of eleventh grade at MA Al Hikmah Bandar
Lampung in the 2017/2018 school year. Then, an article was written by Liando et
al. (2018) used instrument in data collection is a questionnaire consisting of three
parts to determine the background of the respondents, the perception of watching
English films, and the level of agreement with English films. They found that
students majoring in English realized they could improve their speaking and
speaking skills by watching English films. Students majoring in English also
believe that they can improve their speaking skills by watching English films.
Moreover, a thesis written by Hikmah (2020) used descriptive quantitative
 15

correlation approach, which comprised two instruments in data collection. The

instruments used were questionnaires and tests. This research was conducted on
students of class XI IPS SMA Negeri 13 Gowa with a total sample of 26 students.
In her study, the researcher found that there is a correlation, but the correlation
between the two variables is very low. So, there is a relationship between students
in watching English films with students' speaking ability. Then, a thorough review
of the existing literature was conducted by Murshidi (2020) in order to investigate
the effectiveness of English films in the teaching and learning of English as a
Foreign Language, to develop a research model, and to provide recommendations
to UAE students and teachers based on the findings. The study's data was
gathered from students at various universities in the UAE. The research
respondents were chosen using a convenient sampling technique. The findings of
her study showed that the relationship between watching English films and
listening and speaking skills was moderated by learning motivation, so if the
value of learning motivation is high, the association is stronger. Then, the research
conducted by Li and Wang (2015) discovered that English films can help teach
and learn English because they are based on language learning and teaching
characteristics that take cultural backgrounds into account. Thus, using English
films in teaching is an effective teaching method that gives students a better
disposition, so that students can learn the language in a real language environment
and understand the cultural differences between China and the West, so that
students' motivation can be increased and flexibility in real opportunities will be
cultivated. As a result, communication skills and foreign language applications
will improve.
 CHAPTER III
RESEARCH METHODOLOGY

A. Research Method and Design

In this study, the author used a quantitative and qualitative data, or usually
called mixed-method approach. In the quantitative method, the author used a
descriptive correlational research approach. In a research study, according to
Creswell (2013), mixed methods entail mixing or integrating qualitative and
quantitative research and data. Qualitative data is typically open and does not
have a predefined response, whereas quantitative data usually has closed replies
like those found in questionnaires or psychological instruments. The collection of
quantitative and qualitative data balances out the weaknesses of each data. The
researcher used a mixed-method design to investigate the correlation between
watching English movies through Netflix and students' speaking skills during a
new normal era. The independent variable in this study is the students' habit of
watching English movies through Netflix as the X variable, and the dependent
variable is the students' speaking ability as the Y variable.

B. Research Settings
This research was conducted at a leading State Islamic University which
located in Jakarta. Then, the author conducted this research for four weeks.
Starting from the last two weeks of June to the first two weeks of August 2022.
The author distributed a questionnaire as several open-ended questions to students
in the first and second weeks. Then the authors interviewed with research objects
that were considered to have entered the criteria in the third week. Then in the last
week, the author collected data and then analyzes the data got.

C. Population and Sampling Technique

According to Creswell (2012), the population is a group of individuals who
have the same characteristics. The population in this study were students of the
English Education Department batch 2018 which total number 107 students. They

21
 23

were stretched into three class. The researcher chose these participants because
the students in those grades were the generation who experienced the online
learning process during the pandemic and had previously experienced face-to-face
learning before the new normal era.
Then, the sample is a subgroup of the target population that the researcher
plans to study to make generalizations about the target population (Creswell,
2012). The sample of the study was chosen by following simple random sampling.
This sampling technique was used because all populations had the same
opportunity and were selected without a specific purpose. This sample selection
technique was to facilitate the process of collecting data for no particular reason.
The author chose 35 students as the sample in this study randomly.

D. Research Instrument
The study employed some instruments, for example speaking assessment
(Ginther, 2012) and questionnaires (Verplanken, 2010, as cited in Hikmah, 2020).
Assessment of speaking skill in this study was to determine the level of fluency
and ability of students in speaking English. In assessing students' speaking skills,
they were asked to make audio or video recordings containing short stories about
English movies they watched on Netflix during the new normal era. The aspects
that assessed in this assessment process were diction, grammar, accuracy, and
fluency in their speaking. The indicators of these aspects were described in the
following sub-sections.
Table 3.1
Student Speaking Assessment Indicators
Aspect Sub-Aspects Indicators Test Item Total
Speaking Diction Students are able to Video/ 1
Skill choose an appropriate Audio
word based on the recording
speaking context task
 24

Grammar Students are able to

speak English according
to grammatical rules

Accuracy Students are able to

pronounce sentences
correctly and understood
by listeners
Fluency Students are able to
pronounce sentences
fluently like a native
speaker

Then, speaking assessment required numbering the characteristics of the

speaking sample systematically through a scale (Ginther, 2012). Therefore, to
categorize students' speaking skills test scores, the authors created categories
based on the Minimum Mastery Criteria for the national English curriculum as
follows:

Table 3.2
Students’ Speaking Performance Score Category
Student Speaking Score Interval Qualitative Score
90-100 A (Very Good)
80-89 B (Good)
73-79 C (Fair)
<73 D (Poor)

Then, the next instruments are questionnaires. The first questionnaire form
was distributed to respondents using a Google Form which comprised pages. The
questions used Bahasa Indonesia to make it easier for participants to understand
and answer. The questionnaire used in this study was an open questionnaire where
respondents provide opinions or answers as desired. Each question in the
questionnaire was obtained by students who watched English movies through
 25

Netflix during new normal era. The researcher chose the scale column and points
based on the scale as an indication of strongly agree (5), agree (4), hesitant (3),
disagree (2), and strongly disagree (1). The questionnaire comprised 16 statement
items. The first page consisted of a consent form for filling out the questionnaire.
The second page contained the respondents’ background or demographic data to
collect the respondents’ personal information with their consent. The last page
contained the questions or statements submitted.
Then, the second questionnaire form was about in-depth interview. The
questionnaire was consisted the questions about how interested the participants
are in watching English movies during the new normal, the descriptions from
respondents regarding their experiences learning online during the COVID-19
pandemic, as well as their opinions on the impact of online learning on their
ability to speak English, and the questions were as their opinions about the
influence of watching English movies through Netflix on their English-speaking
skill during the COVID-19 pandemic or new normal era. Questionnaires were
distributed to the students of class 2018 majoring in English Education at UIN
Syarif Hidayatullah Jakarta randomly.

E. Data Collection Technique

Students or participants were given a questionnaire that made by the author as
the data that the author used. The questionnaire was used to retrieve initial data
from the participants. The questionnaire was given to respondents within a
predetermined time, not too short and not too long. This was because the author
wanted participants to answer questions that were asked more freely and
satisfactorily. After the data from the questionnaires were collected, the authors
carried out the next stage of data collection, namely as interviews with
participants using google form. Then, participants were asked to submit a video
assignment to assess their speaking ability.

F. Data Management
According to Myers (2019), data management is an administrative process
that includes the acquisition, validation, storage, protection, and processing of
 26

data necessary to ensure the accessibility, reliability, and timeliness of data for its
users. Data management solutions make processing, validation, and other critical
functions simpler and less time-consuming.
The timeline of this research was presented in the attachment. Then, the author
presented the management data in this study in the form of the table below.

Instrumental Input:
- From Google Form Data Processing:
- From Interviews
- Data entry
- Recapitulation of the data
- Analyze the data
Research data will be - Data presentation
stored: - Final result and
conclusion
- Google Drive
- Google Spreadsheets
- Laptop/PC
- Mobile Phone

Figure 3.1
Data Management of the Research
G. Data Analysis Technique
The author used Pearson's product moment to analyze the relationship
between watching English movies through Netflix and students’ speaking skill
during new normal era. Interpreting the correlation (r) values were set out in the
following table (Table 3.4).

Table 3.3
Interpretation of Number Correlation (r)
“r” score Interpretation
.00-.20 The correlation of the variables is very low
.20-.40 The correlation of the variables is low
.40-.70 The correlation of the variables is medium
.70-.90 The correlation of the variables is high
.90-1.00 The correlation of the variables is very high
 27

Then, in analyzing qualitative data, the author used the theory of Miles and
Huberman (2002). Data analysis were divided into several steps: The first step in
analyzing the data was to reduce the data, namely the stage of simplifying the data
according to the needs so that it was easy to get information. The data that has
been collected were categorized or grouped into data that was very important, less
important, and not important. Next, the researcher managed which data was
needed and discarded data that is not needed for research. That way the data were
simpler and clearer so it was easy to proceed to the next stage. The next step was
the presentation of the data. Data presentation was done to display data that has
been reduced into the form of graphs, charts, and others. The goal was to make it
easier to convey and understand by other parties. This also made it easier for
readers to absorb the information in the data. The last was to conclude.
Information was obtained from data that has been compiled and grouped which
was then presented using certain techniques.

H. Statistical Hypothesis
A hypothesis is a prediction of several possible research outcomes. Based
on the explanation above, the hypothesis was formulated as follows:
H0 = There was no correlation between watching English movies through
Netflix and students’ speaking skills during new normal era
H1 = There was a correlation between watching English movies through
Netflix and students’ speaking skills during new normal era
H0 = “rcount > rtable”
H1 = “rcount < rtable”
 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

This chapter presented the findings and discussion after researching the object
of research. The author presented the findings as diagrams to make it easier for
readers to examine it. Then, the author presented the discussion in a qualitative
descriptive form. Thus, the presentation of the research findings and the
discussion are as follows.

A. Research Findings
1. Data of Students’ Frequency of Watching English Movies Through Netflix
Data on the frequency of students watching English movies through
Netflix in the new normal era were analyzed by descriptive statistics using
SPSS 21. The number of students who participated in this study was 35. The
data presentation can be seen in the following table (Table 4.1).

Table 4.1
Frequency of Watching English Movies Through Netflix
during New Normal Era
Categories Results
N Valid 35
Missing 0
Mean 64.2
Median 68.0
Mode 74
Std. Deviation 10.058
Skewness -.969
Std. Error of Skewness .398
Kurtosis .074
Std. Error of Kurtosis .778
Minimum 37
Maximum 77
Sum 2247

28
 30

From the table above (Table 4.1), it can be seen that the number of
students who participated in this study was 35. The mean frequency score was
64.2, the median data was 68.0, and the standard deviation was 10.058. The
data that appears frequently or the mode value is 74. The lowest value was 37,
while the highest value was 77. The skewness of the data was -.969, while the
kurtosis is .074. The total of all data was 2247.

Then, the author presented the data on the percentage of students'

frequency watching English movies through Netflix during new normal era in
the following table (Table 4.2).

Table 4.2
Percentage of Students’ Frequency Watching English Movies
Through Netflix during New Normal Era
Frequency Percent Valid Cumulative
Percent Percent
37.00 1 2.9 2.9 2.9
47.00 2 5.7 5.7 8.6
50.00 1 2.9 2.9 11.4
51.00 2 5.7 5.7 17.1
52.00 2 5.7 5.7 22.9
55.00 1 2.9 2.9 25.7
61.00 1 2.9 2.9 28.6
63.00 3 8.6 8.6 37.1
65.00 1 2.9 2.9 40.0
66.00 2 5.7 5.7 45.7
Valid
67.00 1 2.9 2.9 48.6
68.00 3 8.6 8.6 57.1
69.00 2 5.7 5.7 62.9
70.00 2 5.7 5.7 68.6
71.00 1 2.9 2.9 71.4
72.00 3 8.6 8.6 80.0
74.00 5 14.3 14.3 94.3
75.00 1 2.9 2.9 97.1
77.00 1 2.9 2.9 100.0
Total 35 100.0 100.0
 31

From Table 4.2 it can be seen that of the 35 students of class 2018 as a
sample, 1 student who got 37, 2 students who got 47, 1 student who got 50, 2
students who got 51, 2 students who got 52, 1 student who got 55, 1 student
who got 61, 3 students who got 63, 1 student who got 65, 2 students who got
66, 1 student who got 67, 3 students who got 68, 2 students who got 69, 2
students who got 70, 1 student who got 71, 3 students got 72, 5 students who
got 74, 1 student who got 75, and 1 student who got 77.

2. Students’ Speaking Skill Score

Descriptive data from speaking assessments from a sample of the students
who were research respondents were calculated as follows (Table 4.3).

Table 4.3
Data of Students’ Speaking Skill Score
Categories Results
N Valid 35
Missing 0
Mean 74.035
Median 75
Mode 75
Std. Deviation 5.154
Skewness -.651
Std. Error of Skewness .398
Kurtosis -.317
Std. Error of Kurtosis .778
Minimum 62.5
Maximum 81.25
Sum 2591.25

From the table above (Table 4.3), it can be seen that the number of
students who participated in this study was 35 (N Valid = 35). The mean
frequency score was 74.035, the median data was 75.0, and the standard
deviation was 5.154. The data that appears frequently or the mode value is 75.
The lowest value or minimum was 62.5, while the highest value or maximum
 32

was 81.25. The skewness of the data was -.651, while the kurtosis is -.317.
The total of all data (sum) was 2591.25.
Table 4.4
Percentage of Students' Speaking Score Based on Each Score
Frequency Percent Valid Cumulative
Percent Percent
62.50 1 2.9 2.9 2.9
65.00 4 11.4 11.4 14.3
67.50 1 2.9 2.9 17.1
70.00 2 5.7 5.7 22.9
71.25 2 5.7 5.7 28.6
Valid
72.50 1 2.9 2.9 31.4
75.00 15 42.9 42.9 74.3
80.00 8 22.9 22.9 97.1
81.25 1 2.9 2.9 100.0
Total 35 100.0 100.0

From Table 4.4 above, it can be seen that of the 35 students as a sample, 1
student who got 62.5, 4 students who got 65, 1 student who got 67.5, 2
students who got 70, 2 students who got 71.25, 1 student who got 72.5, 15
student who got 75, 8 students who got 80, and 1 student who got 81.25.

3. The Correlation between the Two Variables

In this section, the author found the Descriptive Statistics in the Table 4.5
below after analyzing the frequency of watching English movies through
Netflix during the new normal era and students' speaking skills.

Table 4.5
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
X 35 37.00 77.00 64.20 10.058
Y 35 62.50 81.25 74.04 5.154
Valid N (listwise) 35
 33

From the descriptive statistics table above (Table 4.5), the author found
that from the 35 samples, the average frequency of watching English movies
through Netflix during new normal era (X) was 64.2 and speaking skill score
(Y) average was 74.04. Meanwhile, the standard deviation of watching
English movies through Netflix during new normal era was 10.058 and the
standard deviation of speaking skill score was 5.154.
After calculating the total score for the variables above, the writer
continued to investigate the relationship or correlation between watching
English movies through Netflix during new normal era (X) and students'
speaking skills (Y). In analyzing the relationship between the two, the author
used Pearson's product-moment correlation which is denoted by r. In
calculating the correlation between two variables, the author used SPSS 21.

Table 4.6
The Correlation (r) Between Two Variables
X Y
Pearson Correlation 1 .079
X Sig. (2-tailed) .652
N 35 35
Pearson Correlation .079 1
Y Sig. (2-tailed) .652
N 35 35

Based on the application of SPSS 21, in analyzing the relationship

between the two variables; watching English movies through Netflix during
new normal era (X), and students’ speaking skill (Y), it was obtained r =
0.079. The correlation between the two was between 0.00-0.20 in the
classification table.
As mentioned in the previous chapter, the hypotheses in this study
were:
H0 = “rcount > rtable”
 34

(There was no relationship between watching English movies

through Netflix and students’ speaking skills during new normal
era)

H1 = “rcount < rtable”

(There was a relationship between watching English movies
trough Netflix and students’ speaking skills during new normal
era)
Based on the results of the correlation values above, rcount = .079 and rtable
= .333. So, it was stated that rcount was smaller than rtable or .079<.333.
Therefore, it can be concluded that H1 is accepted and H0 is rejected. This
showed that there was a correlation between watching English movies trough
Netflix and students’ speaking skills during new normal era. This also showed
that the Pearson Product Momentum correlation coefficient was a positive
correlation (+) between watching English movies through Netflix and
students’ speaking skill.
Then, based on the interpretation table of correlation figures in table 3.4 in
previous chapter, r (rcount = .079) was calculated on interpreting correlation
numbers .00-.20 which means there was a correlation or a relationship
between watching English movies trough Netflix and students’ speaking skills
during new normal era, but the correlation between the two variables was very
low.

4. Validity and Reliability

In using the questionnaire as the main instrument of data collection, the
things that must be ensured were validity and reliability.
a. Validity
The author tested the validity of the items in SPSS 21 using the
Pearson product moment test.
Table 4.7
Validity Test Results Statistics
 35

Scale Mean if Scale Variance Corrected Item-

Item Deleted if Item Deleted Total Correlation
X1 60.4857 81.963 .816
X2 60.1429 89.420 .516
X3 61.0571 81.585 .805
X4 60.1143 92.692 .383
X5 60.8571 80.714 .727
X6 59.2571 98.608 .535
X7 59.7714 91.417 .694
X8 59.6857 95.575 .347
X9 59.8857 92.634 .446
X10 60.7143 87.622 .569
X11 61.2000 83.753 .754
X12 59.6000 89.365 .692
X13 59.5429 95.138 .545
X14 59.6571 96.232 .420
X15 59.9429 90.820 .592
X16 61.0857 84.316 .621

In the table above, it can be seen that the Scale Corrected Item-Total
Correlation value was the Item Validity value. To assessed whether or not
the values above were valid, then these values were compared with the
rtable at DF=N-2 and the probability is .05. The rtable of this research was
rtable = .3338. If the item value was greater than rtable (rtable = .3338), then
the item was declared valid (Corrected Item-Total Correlation < rtable =
.4683).
Table 4.8
Case Processing Summary
N Percentage
Cases Valid 35 100
a
Excluded 0 .0
Total 35 100
a. Listwise deletion based on all variables in the procedure.

From the results of data analysis, it was known that all items have
values above rtable. Therefore, each item was declared valid.
 36

b. Reliability
High and low reliability is expressed by a value called the reliability
coefficient, ranging from 0-1. The lower the alpha value, the less reliable it
was. On the other hand, the higher the alpha value, the more reliable the
item was. The validity of the data has been validated in SPSS 21 and the
result showed that the Cronbach’s Alpha ) = .903. The value was
between alpha > 90 which showed that the reliability test results were
perfect.

Table 4.9
Reliability Statistics
Cronbach's Alpha N of Item

.903 16

Then, the results of the reliability test on each item showed in the
following table (Table 4.9).
Table 4.10
Reliability Test Results Statistics
Scale Mean if Scale Variance if Cronbach's Alpha
Item Deleted Item Deleted if Item Deleted
X1 60.4857 81.963 .887
X2 60.1429 89.420 .899
X3 61.0571 81.585 .887
X4 60.1143 92.692 .904
X5 60.8571 80.714 .892
X6 59.2571 98.608 .903
X7 59.7714 91.417 .895
X8 59.6857 95.575 .903
X9 59.8857 92.634 .901
X10 60.7143 87.622 .897
X11 61.2000 83.753 .890
X12 59.6000 89.365 .894
X13 59.5429 95.138 .900
X14 59.6571 96.232 .902
X15 59.9429 90.820 .897
 37

Scale Mean if Scale Variance if Cronbach's Alpha

Item Deleted Item Deleted if Item Deleted
X16 61.0857 84.316 .896

From the table above (Table 4.10), it can be seen that the value of each
item has Cronbach's Alpha ) > .80. It means that each item has a strong
level of reliability.
Table 4.11
Cronbach’s Alpha Value Range
Range Reliability Level
alpha < .50 Low Reliability
.50 < alpha < .70 Moderate Reliability
alpha > .70 Sufficient Reliability
alpha > .80 Strong Reliability
alpha > .90 Perfect Reliability

5. Students’ Interest in English Movies

Table 4.12
Percentage of Students’ Interest in English Movies
Students’ Interest Percentage
Really Like 60.0%
Like 34.3%
Normal 5.7%
Dislike -

Based on the data as seen in the Table 4.12 above, that 60% of students
really like and are very interested in English movies, and 34.3% of students
like and are interested in English movies. Meanwhile, 5.7% of students stated
they were normal or less interested in English movies, and no students chose
not to like or be interested in English movies. Then, from the diagram, it can
be concluded that 94.3% of students like and are interested in English movies,
and the rest dislike and are interested in English movies. Therefore, this
statement can be used as the basis that during the era of the new normal, there
were several new habits carried out by students. One of the new habits during
 38

new normal era faced by students is an increase in the intensity of watching

movies and English movies in particular. This is in line with the statement of
Megawati et al. (2021), that watching movies is a habit in the new normal era
which is much favored by students, children, or parents in their spare time.

6. Students’ Responses to Online Learning during New Normal Era

As is well known that COVID-19 has upended classrooms and campuses
across the country along with the devastating impact of the pandemic on the
nation's economy and many victims (Goldberg, 2021). Correspondingly,
during the COVID-19 pandemic or new normal era, Jakarta State Islamic
University has imposed new habit in the teaching and learning process as
online or virtual learning. Online learning is a learning method that allows
students and lecturers to carry out the learning process remotely by utilizing
several technological advances. For most students and lecturers, of course, this
is a new thing and requires adaptation because it includes significant changes.
Almost all students have participated the online learning process. This is
evidenced by the data from the following table.

Table 4.13
Percentage Whether or Not Students Have Participated in Online Learning
During New Normal Era

Have Participated Percentage

Yes 97.1%
No 2.9%

From the Table 4.13 above, it can be seen that 97.1% of students have
participated in online learning during the new normal era. Then, students who
did not take online learning during new normal era were very low, only 2.9%
of students. The conclusion from the diagram shows that almost 100% of
students take part in online learning during new normal era.
 39

Then, while participating in online learning, there are many challenges

faced by students of the State Islamic University of Jakarta in the eighth
semester of English education. From some of research findings, it found that
some students felt that online learning was less effective because the
technology needed as a learning medium constrained it. Some students also
feel that they often feel overwhelmed and do not understand the lessons
because they cannot ask questions directly and freely. In addition, students
also admitted that it was difficult because they had to adapt to online learning
in the new normal era.
Then, there are also students who state that online learning in the new
normal era can make students stressed and bored. This impact occurred for
several reasons, including: lack of social activities between lecturers and
students, even though the role of lecturers in educating students directly is
needed; the task load given by lecturers to students is heavier when studying
online than when studying face-to-face; the environment around the student's
residence which rarely supports students to focus on capturing the subject;
online learning makes students limited in doing group work, so that only some
group members do the tasks while others do not participate in the assigned
tasks; and so on. In addition, students also stated that online learning can have
a negative impact on their health. This is because students use laptops or other
electronic tools to support online learning too often.

Besides the challenges and adverse effects faced by students during online
learning, students also responded to the positive effects of online learning.
One form of the positive effects expressed by many participants was that
learning in the new normal era which provided new experiences for them in
the form of a learning process that is flexible and can be done anywhere, e.g.:

“There are positive and negative impacts, from the positive side,
students can easily access defense through online or Google Meet
and Zoom Meeting, without having to walk to campus which is likely
to be late for class because of several factors.” (P1.11)
 40

“In online learning, learning places are more flexible anywhere but
sometimes the flexibility of this place makes the learning atmosphere
not conducive.” (P1.16)

“Online learning has its advantages and disadvantages. I will give one
example for each section. For its advantages, of course, online
learning makes students have the flexibility in terms of time.”
(P1.17)

“I really enjoy online learning because I think it is more flexible and

efficient.” (P2.1)

“In my opinion, studying in the new normal era is quite profitable.

Because I can learn anywhere and anytime. It's just that, when the
lecturer explained, I had difficulty understanding the material
presented.” (P2.5)

Then, other forms of positive impact were expressed by participants who

thought that learning in the new normal era was not a significant difficulty for
an introvert. This is because an introvert tends to like to be alone, e.g.:

“To be honest, as an introvert, I don't really find it difficult to do

online learning. I really like things related to technology. including
meetings with online platforms such as zoom and google meet.
Besides, I can explore many things by using technology.” (P1.5)

Then, participants expressed the positive impact that with online learning,
students can go through the learning process without worrying about being
exposed to viruses. As is known, COVID-19 is a new variant of the virus for
which no cure has been found with certainty, e.g.:

“There are many negative and positive sides, from the negative side
we may be limited if we want to do group work. The positive side is
that we can continue to learn without worrying about the COVID-19
virus and meet more families.” (P1.13)
 41

Then, learning in the new normal era has a positive impact on students, namely
being able to spend more time with family compared to the previous learning process
before COVID-19 spread all over the world, e.g.:

“There are many negative and positive sides, from the negative side
we may be limited if we want to do group work. The positive side is
that we can continue to learn without worrying about the COVID-19
virus and meet more families.” (P1.13)

In addition, participants also conveyed a fairly positive impact, namely students

can explore many things through technological advances with more free time.
Students can access material sources in various ways as desired, so that students can
gain new knowledge more easily, e.g.:

“I really like things related to technology. including meetings with

online platforms such as zoom and google meet. Besides, I can
explore many things by using technology.” (P1.5)

“I really enjoy online learning because I think it is more flexible and

efficient. And the learning is also quite interesting because we can use
technology and material sources in various ways, and I can explore
material from various sources.” (P2.1)

“Learning in this era is very easy for students, and teachers. With
internet access that is easy to get, knowledge is also easy to get.”
(P2.6)

7. Students’ Perceptions to the Impact of Online Learning on Language Skills in

General
Table 4.14
Students’ Perceptions of Whether or Not the Impact of Online
Learning on Language Skills in General
Percentage
Yes 88.6%
No 11.4%
 42

The diagram above showed that most of the students as much as 88.6%
stated that there was an effect of online learning on language skills. Then, the
remaining 11.4% of students stated that there was no effect of online learning
in the new normal era on language skills. Based on these data, it can be
concluded that most students feel the impact of online learning on their
language skills.

Table 4.15
Students’ Perceptions of Whether or Not the Impact of Online
Learning on the English-Speaking Skill
Percentage
Yes 85.7%
No 14.3%

Based on the table above, it can be seen that most of the students as much
as 85.7% stated that there was an effect of online learning on their English-
speaking skill. Then, the remaining 14.3% of students stated that there was no
effect of online learning in the new normal era on the English-speaking skill.
Furthermore, it can be concluded that most students feel the impact of online
learning on their English-speaking skill.

8. Students’ Perceptions to the Relationship between English Movies Through

Netflix and Students' Speaking Skills during New Normal Era
There are several forms of correlation between watching English movies
through Netflix and students' speaking skills in the new normal era according
to students' opinions. The main correlation between watching English movies
through Netflix and students' speaking ability is that students can improve
their vocabulary. A movie displays scenes with characters that seem real and
cannot be separated from the communication between the characters in that
movie. As a language learner, according to the participants in this study, this
 43

provides a positive relationship, namely the addition of new vocabulary that is

not yet known, e.g.:

“When I watch English movies, I add new vocabulary and become

more confident in my abilities.” (P1.1)

“Learning English through movies can make us fulfill our English

vocabulary.” (P1.3)

“A good relationship between watching English movies on Netflix and

language skills is that I feel more comfortable speaking English
because I often imitate the speech in movies, add new vocabulary, and
many accents in English are unique and new to me.” (P1.4)

“During online learning I can spend one film a day, I like to see films
in their original language, and English subtitles. When I hear and
learn new vocabulary, I like to imitate it.” (P1.16)

“Yes, like my previous answer. Can add new English vocabulary and
very useful.” (P1.17)

“As long as we intend to watch, not just watch, it means learning. For
example, if we watch without subtitles, at first it will be difficult but
over time we will also understand, many words do not know the
meaning, maybe even hear them, now we can write new vocabulary.
But we can also learn in what context actors use these words or
phrases in films and so on.” (P2.1)

Then, another form of positive relationship between watching English

movies through Netflix and students’ speaking skills is improving their
pronunciation, which is the important aspects needed in speaking skills.
Instead of being able to enjoy the flow of the movie that is currently playing,
students can also listen to native speakers directly, so that students can hear
the correct pronunciation. Some of the typical dialects of the characters in the
 44

film can also add new knowledge and stimulus to students' speaking skills,
e.g.:

“Yes, there is a positive relationship because we get knowledge and

listen to the correct pronunciation directly, besides that we can enjoy
the plot of the film that is shown.” (P1.2)

“Learning to speak is more fun by watching movies through Netflix. I

often practice and remember the unique phrases in the movie scenes
that I watch so that my English-speaking skills seem to improve.”
(P1.12)

“As I explained above, by watching English films, I can increase my

vocabulary, then listen to native speaking like therapy for the ears to
get used to listening to English.” (P2.5)

“Does not adversely affect the ability to speak in English. In fact, what
we obtain is an advantage for people who focus on the pronunciation
and speaking style (dialect) of the characters.” (P1.10)

Then, after being able to add a lot of vocabulary and correct pronunciation
through the movies they watch, another form of good relationship is that
students can feel comfortable and confident when speaking English, e.g.:

“A good relationship between watching English films on Netflix and

language skills is that I feel more comfortable speaking English
because I often imitate the speech in movies, add new vocabulary, and
many accents in English are unique and new to me.” (P1.4)

Furthermore, students can learn in what context actors use these words or
phrases in films and so on. Thus, the sentences that are spoken when students
practice speaking English are in the right context, not just speaking without a
clear context, e.g.:

“Of course, there is. As long as we intend to watch, not just watch, it
means learning. For example, if we watch without subtitles, at first it
 45

will be difficult but over time we will also understand, many words do
not know the meaning, maybe even hear them, now we can write new
vocabulary. But we can also learn in what context actors use these
words or phrases in films and so on.” (P2.1)

Then, the form of a good relationship between watching English films and
students' kicking skills is unconscious learning that can be felt by students
who get bored easily in class. This is very useful for students who get bored
easily in class, because students can learn English voluntarily without having
to be forced from anywhere, e.g.:

“I think learning from the things you love is fun and rewarding.
People who have difficulty learning in classical style classes can also
take English lessons through English films because they watch them
voluntarily and not under any pressure.” (P2.4)

Then, besides the good relationship described above based on participants'

perceptions, the author also found a bad relationship between watching
English movies through Netflix and students' speaking ability in the new
normal era. Among them is that students get negative influences from
watching the film, such as inappropriate scenes, bad language used by the
characters in the film, and so on. When new things are obtained to improve
students' speaking skills are things that are inappropriate, it will have an bad
impact on the process of speaking practice, e.g.:

“Of course, there is. If what we watch makes us worse off, it can
definitely make us more insignificant.” (P1.3)

“Maybe a poor relationship is that there are a lot of inappropriate

words in some movies, if only watched by children who don’t
understand, they may imitate terrible speech.” (P1.4)

“If the films we watch contain many elements of negative and

sensitive language. Sometimes this will interfere with our English
 46

learning. It doesn’t have a negative impact if you have a different

point of view and just stick to the positives.” (P1.17)

“Maybe for some of the vocabulary used in the film is quite a lot and
not a little has a meaning that is not good or rude to pronounce.”
(P2.1)

Then, another bad relationship is that students are addicted to watching

movies so that ignoring other activities and even college assignments can be
forgotten instead of improving students' speaking skills, e.g.:

“No bad influence from Netflix and my English skills. But in managing
time, because there are many good and good Netflix movies,
sometimes I sleep late because watching movies, maybe it's a
negative thing in timing that I need to improve again.” (P1.16)

“Yes, because watching movies is a waste of time to learn English,

whereas learning is not only by watching movies or series but from
what we like first.” (P2.2)

“On the downside, when I watch movies on Netflix for too long, I
often neglect my surroundings, lose track of time, and sometimes
neglect tasks.” (P2.5)

Those are some forms of the relationship between watching English

movies through Netflix and students' speaking skills during the new normal
era. From the results of this study, it was found that there were more good
relationships than bad relationships based on students’ perceptions.
 47

B. Discussion
This study aimed to determine the relationship between the habit of watching
English movies through Netflix and English-speaking skills during the new
normal era. The results of the correlation values were rcount = .079 and rtable = .333.
So, it was stated that rcount was smaller than rtable or .079<.333. Therefore, it can be
concluded that H1 was accepted and H0 was rejected. This showed that there was a
relationship between watching English movies trough Netflix and students’
speaking skills during new normal era. Then, rvalue was calculated on interpreting
correlation numbers .00-.20 which means there was a correlation or a relationship
between watching English movies trough Netflix and students’ speaking skills
during new normal era, but the correlation between the two variables was very
low.
The results of this study were in line with the results of research conducted by
Hikmah (2020), where the results revealed a relationship between watching
English movies and students' speaking skills. However, the relationship between
the two was very low. The results are also almost the same as research conducted
by Liando et al., (2018), where the study found that students majoring in English
realized they could improve their speaking skills by watching English films.
Likewise, the findings of this study are in line with the study conducted by
Murshidi (2020) who revealed that there is a relationship between watching
English movies and listening and speaking skills. The findings of this study are
also in line with the findings of research conducted by Puspitaningrum (2017).
However, there are differences from these findings, namely that there is a
significant effect of using movies on students' speaking abilities. Furthermore, the
movies used in her research were only limited to animated movies, whereas in this
study there were no restrictions on the types of English movies students watched.
Although there were similarities in the results with several previous studies,
this study had significant differences with previous studies. Some of these
differences included the research objects used by the author in collecting data,
namely students of English language education at Jakarta State Islamic
University. Then, this research was taken under different conditions, namely
 48

during the new normal era, where previous researchers conducted research when
learning conditions were in normal situation (Giardis, 2020; Hikmah, 2020;
Liando et al., 2018; Puspitaningrum, 2017). In addition, this research was also
limited to users of the Netflix application, which differed from previous studies
where there was no tendency for the application to watch English movies.
Then, qualitative results which taken from the results of student in-depth
interviews showed that there was a relationship between watching English
through Netflix and students' speaking skills based on students' perceptions and
their opinions about learning in the new normal era which will be discussed in the
following section.
1. The Obstacles are Often Faced by the Students during New Normal Era
While participating in online learning, there are many challenges faced by
students of the State Islamic University of Jakarta in the eighth semester of
English education. From some of research findings it was found that some
students felt that online learning was less effective because it was constrained
by the technology needed as a learning medium. This is in line with the results
of a survey conducted by Goldberg (2021), in the summer of 2020, nearly a
third of teachers in most schools reported their students did not have the
technology to take part in virtual teaching. Some students also feel that they
often feel overwhelmed and do not understand the lessons because they cannot
ask questions directly and freely. In addition, students also admitted that it was
difficult because they had to adapt to online learning in the new normal era.
Then, there are also students who state that online learning in the new
normal era can make students stressed and bored. This impact occurred for
several reasons, including: Lack of social activities between lecturers and
students, even though the role of lecturers in educating students directly is
needed; The task load given by lecturers to students is heavier when studying
online than when studying face-to-face; The environment around the students’
residence which rarely supports students to focus on capturing the subject;
Online learning makes students limited in doing group work, so that only
 49

some group members do the tasks while others do not participate in the
assigned tasks, and so on.
In addition, students also stated that online learning can have a negative
impact on their health. This is because students use laptops or other electronic
tools to support online learning too often. This is in line with previous
research by Ali (2018) on laptop use behavior and health complaints because
of laptop use. The results showed that there were musculoskeletal health
complaints; neck, shoulders, elbows, forearms, wrists, fingers, upper back,
lower back, waist and legs, and so on. In addition, the use of a laptop must
also need the internet network, it can be as quotas from existing providers or
by using a Wi-Fi network. Adib (2021) stated in the results of his research that
many diseases that might arise were caused by radiation of the internet
network in using electronic devices. Some of these diseases are cancer, brain
tumors, Alzheimer’s, Parkinson’s, and headaches.
Besides the challenges and adverse effects faced by students during online
learning, students also responded to the positive effects of online learning.
Some of these positive effects are: Online learning can make the learning
process flexible or can be done anywhere; Online learning is not a significant
difficulty for introverts who tend to like to be alone; Students feel safer and
protected from exposure to COVID-19; Students feel they are spending more
time with their families; Students can explore material from various sources at
home by using technological advances, and so on.

2. The Relationship Between English Movies Through Netflix and Students'

Speaking Skill During New Normal Era of COVID-19 Pandemic
The results of this study showed a relationship between English movies
through Netflix and students' speaking skills during new normal era. Some
students admitted that by watching English movies, they have been able to
know some new vocabulary. By mastering a lot of vocabulary, students can be
more proficient in their speaking skills. This is supported by the findings of
research conducted by Rahmalia (2020) which showed that there was a
 50

positive but not significant relationship between students' habits of watching

English movies and their vocabulary mastery.
Besides being able to enjoy the flow of the movie that is currently playing,
students can also listen to native speakers directly, so that students can hear
the correct pronunciation. Pronunciation is a part of speaking skill that cannot
be left out because it is an important part (Yudar et al., 2020). It is very
possible for foreign-speaking students to make mistakes accidentally by
pronouncing English words that are not quite right. This can cause listeners to
misunderstand what they are trying to convey. Then, Kustanti and Prihmayadi
(2017) also stated that the better we pronounce, the more people will
understand what we are saying, and the easier it will be for us to understand
what other people are saying.
The results of this study showed that English movies can help students in
learning the correct pronunciation of vocabulary through the dialects
presented in the movie by the characters directly. This is under the statement
from the results of research conducted by Yudar et al. (2020), that movies can
be a medium in learning and teaching pronunciation in speaking skills,
especially American movies or English movies, because the actors or actresses
are native speakers and students can imitate the way they speak in
pronouncing words.
Then, Students feel more enjoyable and confident. This is in line with the
results of research conducted by Megawati et al., (2021) that students who
have the habit of watching English movies will have high speaking skills, and
they will grow confident when speaking in English. Then, students can better
understand English in the context. In practicing speaking skills to fit the
context, Kustanti & Prihmayadi (2017) suggested to often practice and
remember tough words, including how to pronounce words or sentences. If
this method is still difficult, students can also learn by watching English
movies to remember them better. Then, another finding is that it is very useful
for students who get bored easily in class, because students can learn English
voluntarily without being forced from anywhere. Some students may feel
 51

bored during class learning. Therefore, watching English movies through

Netflix inadvertently makes students learn their speaking skills.
Besides the good relationship above, this study also found a negative
relationship between watching English movies through Netflix and students’
speaking skills. One of them is that some scenes that are not worth watching
can have a negative impact on students. As we know that often some scenes in
a film are inappropriate for students to watch; such as crime and murder
scenes, excessive adult scenes, and so on. This of course has a bad impact
instead of providing benefits for students. Then, students are addicted to
watching movies, thus neglecting other activities. Instead of improving their
speaking skills, students neglect many more important things.
 CHAPTER V
CONCLUSION AND SUGGESTIONS

This chapter presents the conclusions of the study and suggestions regarding
the research results for the general reader and future researchers. Then, to make it
easier for readers who want to study this paper, the author presents the
conclusions in a brief statement.
A. Conclusion
Based on the results of research and discussion in chapter IV, the objective of
this research was to find out whether there are relationships between the habit of
watching English movies through Netflix during the new normal era and the
students' English-speaking ability. Then, the results of the search for the
correlation between the habit of watching English movies and speaking skills in
the new normal era found a relationship between the two. Based on statistical
analysis, the index value of the correlation coefficient between the two variables is
rcount = .079 and rtable = .333. Therefore, it was stated that rcount was smaller than
rtable or .079<.333. Therefore, it can be concluded that H1 is accepted and H0 is
rejected. This showed that there was a relationship between watching English
movies trough Netflix and students’ speaking skills during new normal era. Then,
based on the interpretation table of correlation figures, the correlation value (rcount
= .079) was calculated on interpreting correlation numbers .00-.20 which means
there was a correlation or a relationship between the variables, but the correlation
between the two variables was very low.
In addition, this study also aims to determine students' perceptions of learning
in the new normal era. From the results of the study it was found that some
students felt that online learning was less effective because it was constrained by
the technology needed as a learning medium. Some students also feel that they
often feel overwhelmed and do not understand the lesson because they cannot ask
questions directly and freely. In addition, students also admitted that it was
difficult because they had to adapt to online learning in the new normal era.

52
 53

B. Suggestions
Based on the results of the study, the author provided suggestions to several
parties for the continuation of this research. As suggestions for teachers or
lecturers, English movies are a suitable medium that can help students to master
students' speaking skills, where students can subconsciously improve their
speaking skills. So, lecturers can take advantage of English movies either through
the Netflix application in particular or other applications. Then, teachers or
lecturers can take advantage of students' new habits, namely watching English
movies during the new normal era, which of course will continue after the new
normal era ends, by giving assignments related to English movies and their
speaking skills. Then, as the suggestion for the students, the habit of watching
English movies will have a good impact on students if students can use them not
only as entertainment but also to hone their speaking skills in English in particular
and English skills.
Furthermore, this research began with the phenomenon of a new habit that
occurred in the new normal era, namely the habit of watching English movies
which are quite intensive. Other researchers can research about other new habits
that occur in the new normal era which are certainly related to language skills,
which habits will undeniably continue even after the COVID-19 pandemic ends.
Then, the author hoped that there will be many new studies that discuss new
habits during the new normal era related to learning English. Then, the author also
hoped that this research can be a relevant reference for other researchers.
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 APPENDICES
Appendix 1.

Questionnaire Form of Indirect Interview

Consent Form for Filling the Questionnaire

Assalamualaikum Wr. Wb.

May you always be in the grace of God, ameen.

I'm Nur Ma'rifatil Munawwaroh from the Department of English Education at

UIN Jakarta. I am currently conducting research for my 'skripsi' writing entitled
“The Relationship Between English Movies Through Netflix and Students'
Speaking Skills During New Normal Era”.

Furthermore, I expect your willingness to fill out answers to questions and

statements from this form honestly and correctly. Participants' personal data will
be kept confidential and will be used for research purposes only.

You are free to answer the questions below using English or Bahasa Indonesia.

Thank you for your willingness to fill out this form, I thank you very much😊🙏.

Wassalamualaikum Wr. Wb.

Sincerely,

Nur Ma'rifatil Munawwaroh

Profile of the Participants

Full Name : _______________________________________________

Student Number/NIM : _______________________________________________

E-Mail : _______________________________________________

Phone Number : _______________________________________________

61
Grade : _______________________________________________

Gender : _______________________________________________

Students’ Interest in English Movies

1) How much do you like English movies?

- I really like it.
- I like it.
- I feel so.
- I do not like it.

Forms of Online Learning Response in New Normal Era

2) Did you do online learning during new normal era?

- Yes, I did.
- No, I did not.
3) What do you think about online learning during new normal era?
4) Did online learning in new normal era have an impact on language skills in
general?
- Yes, it did.
- No, it did not.
5) Did online learning during new normal era have an impact on your English-
speaking skills?
- Yes, it did.
- No, it did not.

62
Perception Between Watching English Movies Through Netflix and Speaking
Skill During New Normal Era

6) Is there a good or positive relationship between watching English movies

through Netflix and your English skills during new normal era?
- Yes, it is.
- No, it is not.
7) Explain your answer number 6 in detail!
8) Is there a bad or negative relationship between watching English movies on
Netflix and your English skills during new normal era?)
- Yes, it is.
- No, it is not.
9) Explain your answer number 8 in detail!

63
Appendix 2.
Questionnaire Indicators
Adopted from Verplanken (2010, as cited in Hikmah, 2020)

1. I regularly watch English movies through Netflix every day.

2. I watch English movies through Netflix regularly once a week.
3. I watch English movies through Netflix for more than 2 hours a day.
4. I watch English movies through Netflix twice a week.
5. I watch English movie through Netflix more than one movie a day.
6. I watch English movies through Netflix in the new normal era.
7. I spent some time watching English movies through Netflix during the new
normal era.
8. I always watch English movie through Netflix in home.
9. I watch English movies through Netflix when I'm bored in the new normal era.
10. I watched English movies via Netflix in the middle of the night during the new
normal.
11. I repeat to watch English movies up to two times or more through Netflix.
12. I always watch English movies since the new normal era.
13. I watch English movies through Netflix when I am alone.
14. I watch English movies through Netflix when I'm bored.
15. I was watching English movies through Netflix when I had insomnia.
16. There are new movies on the Netflix app and I'm always watching new
movies.

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Appendix 3.
Video or Audio Recording Task

Please make a video or an audio containing review of English movies on

Netflix that you have watched during new normal era with the following
requirements:

1) State your name

2) State your class
3) State your gender identity
4) Retell the English movies you watched through Netflix during new normal era
clearly and effectively
5) The duration of the video or audio is about 5 minutes

65
Appendix 4.

Interview Results

FREQUENCY SCALE OF WATCHING ENGLISH MOVIES THROUGH

NETFLIX DURING NEW NORMAL ERA

Question:
How much do you like English movies?
P1.1: I really like it.
P1.2: I really like it.
P1.3: I really like it.
P1.4: I really like it.
P1.5: I really like it.
P1.6: I like it.
P1.7: I really like it.
P1.8: I like it.
P1.9: I like it.
P1.10: I really like it.
P1.11: I like it.
P1.12: I really like it.
P1.13: I really like it.
P1.14: I really like it.
P1.15: I like it.
P1.16: I really like it.
P1.17: I really like it.
P2.1: I really like it.
P2.2: I really like it.
P2.3: I really like it.
P2.4: I really like it.
P2.5: I like it.

66
P2.6: I really like it.
P3.1: I really like it.
P3.2: I feel so.
P3.3: I really like it.
P3.4: I like it.
P3.5: I like it.
P3.6: I really like it.
P3.7: I feel so.
P3.8: I like it.
P3.9: I like it.
P3.10: I like it.
P3.11: I like it.
P3.12: I really like it.

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ONLINE LEARNING RESPONSE IN NEW NORMAL ERA

Question:
Did you do online learning during new normal era?
P1.1: Yes, I did.
P1.2: Yes, I did.
P1.3: Yes, I did.
P1.4: Yes, I did.
P1.5: Yes, I did.
P1.6: Yes, I did.
P1.7: Yes, I did.
P1.8: Yes, I did.
P1.9: Yes, I did.
P1.10: Yes, I did.
P1.11: Yes, I did.
P1.12: Yes, I did.
P1.13: Yes, I did.
P1.14: Yes, I did.
P1.15: Yes, I did.
P1.16: Yes, I did.
P1.17: Yes, I did.
P2.1: Yes, I did.
P2.2: No, I did not.
P2.3: Yes, I did.
P2.4: Yes, I did.
P2.5: Yes, I did.
P2.6: Yes, I did.
P3.1: Yes, I did.
P3.2: Yes, I did.
P3.3: Yes, I did.

68
P3.4: Yes, I did.
P3.5: Yes, I did.
P3.6: Yes, I did.
P3.7: Yes, I did.
P3.8: Yes, I did.
P3.9: Yes, I did.
P3.10: Yes, I did.
P3.11: Yes, I did.
P3.12: Yes, I did.

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Question:
What is your opinion about online learning during new normal era?
P1.1: In my opinion, sometimes learning during the new normal is boring because
you can't interact directly with lecturers or friends. I am also sometimes
overwhelmed when doing online learning because I cannot ask the lecturer
or friends directly.
P1.2: Online learning makes me have to adapt to various things. Of course, this is
enough to make me learn to adapt and find suitable strategies to get effective
learning.
P1.3: Online learning is very helpful in my opinion. Besides that, we can learn
from sources that we have never encountered before. Then, we can also
improve our critical thinking skills as ordinary students.
P1.4: In my opinion, online learning is less effective even though there is a lot of
free time during online learning. But in online learning there are quite a lot
of obstacles; one of them is a network that is not good. But it depends on
each student how they use their time.
P1.5: To be honest, as an introvert, I don't really find it difficult to do online
learning. I really like things related to technology. including meetings with
online platforms such as zoom and google meet. Besides, I can explore
many things by using technology.
P1.6: In my opinion, online learning in the new normal era is very adaptive, both
teachers and students have started to understand the flow of online learning.
P1.7: It is still the same as online learning before the new normal period, a little
boring because I've been tired of studying online for almost two years.
P1.8: Online learning in the new normal era is less effective for me personally. I
neglected many things when studying online at home. In addition, the
feeling of boredom that cannot be helped because of the ban on leaving the
house makes me even more stressed and that to some extent, affects my
academic achievement.
P1.9: Online learning is quite helpful. It's not like offline learning. We must be
able to accept and adapt to online learning.
P1.10: In my opinion, online learning in the new normal era has two points of
view. One side is an advantage, while the other side is a disadvantage. The
advantages include facilitating the learning process with a hybrid (a
combination of online and offline), but the disadvantages are constrained by
distance and reduced social activity. Based on this, it is realized that the role
of a teacher in directly educating his/her students is very important because
intense empathy and interaction can build a better learning atmosphere.

70
P1.11: There are positive and negative affects, from the positive side, students can
easily access defense through online or Google Meet and Zoom Meeting,
without having to walk to campus, which is likely to be late for class
because of several factors. The negative side is that sometimes via online
allows for problematic obstacles in the student network. It could be students
who live in areas that are difficult to reach or other signals. This also allows
laziness in participating in class sessions that have been provided by
lecturers or teachers.
P1.12: I think online learning during the new normal era is more confusing. The
burden given by lecturers to students is higher than when learning offline.
P1.13: There are many negative and positive sides. On the negative side, we may
be limited if we want to do group work. The positive side is that we can
continue to learn without worrying about the COVID-19 virus and meet
more families.
P1.14: Online learning today makes it very easy for those of us who have to do
work simultaneously. But sometimes there are some things we have to do
offline, so even studying online will make learning difficult.
P1.15: In the new normal era, online learning has become commonplace and even
comfortable because online learning is often carried out during a pandemic.
P1.16: In online learning, learning places are more flexible anywhere, but
sometimes the flexibility of this place makes the learning atmosphere not
conducive.
P1.17: Online learning has some advantages and disadvantages. I will give one
example for each section. For its advantages, online learning makes students
flexible in terms of time. As for the drawbacks, learning becomes less
effective because the environment often does not support students to focus
on learning.
P2.1: I really enjoy online learning because I think it is more flexible and
efficient. Then, learning is also more interesting because we can use
technology and material sources in various ways, and I can get deeper into
material from various sources. Although there are drawbacks, namely health
problems, especially the excessive use of computers.
P2.2: This is very tedious and may cause delays in the current scope of education.
Especially if it will be held online again. Many students actually spend more
time outside of studying.
P2.3: Studying is indeed less effective than before the pandemic but more
effective than at the start of the pandemic.
P2.4: Online learning greatly limits interaction between students and teachers and
between students and students. Sometimes classroom learning will be more
easily absorbed with intensive feedback that can be obtained in class, while

71
 intensive online interaction requires more effort. Many curricula have been
relaxed so that it can be said that the standard of educational outcomes in the
normal era has decreased significantly compared to the pre-pandemic era.
P2.5: In my opinion, studying in the new normal era is quite profitable. Because I
can learn anywhere and anytime. It's just that, when the lecturer explained, I
had difficulty understanding the material presented.
P2.6: In my opinion, learning in this era is very easy for students and teachers.
With internet access that is easy to get, then the knowledge is also easy to
get.
P3.1: In my opinion, online learning in the normal era has advantages and
disadvantages, the advantage is that learning is still carried out online which
allows learning to be carried out even though students are outside the area,
while the weaknesses are students tend not to focus on learning because of
these advantages.
P3.2: In my opinion, this is highly not recommended because during the new
normal period you should be able to do offline learning so that the learning
you get can be more effective.
P3.3: Overall, online learning during the new normal era was less effective
because of the many distractions or obstacles such as cues, unsupportive
environments, and unattractive teaching systems.
P3.4: Kind of a tricky situation for me. Got a lot of advantages yet also has
disadvantages. For example, I can do different activities at the same time,
join class while eating, or even help my mom with her stuff. The
disadvantages that hit me were trouble connection, something I can't control
and is very annoying, or missing the vibes of enthusiasm to learn, when we
learn offline, we have to prepare in the early morning, wake up, take a bath,
have breakfast, ride or go to university was a sign for me that I am "ready"
to learn, but in online learning, I missed that vibe.
P3.5: It is quite challenging since the internet connection is not that stable and not
all the lecturers are aware of the usage of the digital tool.
P3.6: I am comfortable studying online even in the normal era because I think it is
easier to study online when studying face to face. In my opinion, face-to-
face learning quickly makes me bored and sleepy.
P3.7: There are still many shortcomings and are constrained by many things,
especially the readiness of tools that support online learning.
P3.8: There are things that are interesting and can be imitated by me as a
prospective teacher because the use of technology is also important. Apart
from that, there are also those who seem monotonous and bored by doing
the lecture learning model during online classes.

72
P3.9: In the new normal era, students are considered being more creative in
finding study materials or study materials. In the new normal era, learning
materials can be found easily. Many new platforms are developing, so they
have a good impact on facilitating and meeting learning needs.
P3.10: In my opinion, online learning in this new normal era has positive and
negative sides. On the positive side, we as students become more creative in
terms of finding information about knowledge related to our studies, and
learning becomes more relaxed. The downside is that learning becomes less
efficient due to signal problems, no quotas, and so on. The delivery of
material by lecturers is also difficult to understand.
P3.11: Learning in the new normal era really depends on how the teacher or
lecturer delivers the material so that students or students are satisfied with
their learning.
P3.12: In my opinion, there are many positive values when studying online.
Where I can spend time with my family and can develop my business
intensely. Then the most important thing is the value of the course goes up.

73
Question:
Did online learning in new normal era have an impact on language skills in
general?
P1.1: No, it did not.
P1.2: Yes, it did.
P1.3: Yes, it did.
P1.4: Yes, it did.
P1.5: Yes, it did.
P1.6: Yes, it did.
P1.7: Yes, it did.
P1.8: Yes, it did.
P1.9: Yes, it did.
P1.10: Yes, it did.
P1.11: Yes, it did., No, it did not.
P1.12: Yes, it did.
P1.13: Yes, it did.
P1.14: Yes, it did.
P1.15: Yes, it did.
P1.16: No, it did not.
P1.17: Yes, it did.
P2.1: Yes, it did.
P2.2: No, it did not.
P2.3: Yes, it did.
P2.4: Yes, it did.
P2.5: Yes, it did.
P2.6: Yes, it did.
P3.1: Yes, it did.
P3.2: Yes, it did.
P3.3: Yes, it did.
P3.4: Yes, it did.

74
P3.5: No, it did not.
P3.6: Yes, it did.
P3.7: No, it did not.
P3.8: Yes, it did.
P3.9: Yes, it did.
P3.10: Yes, it did.
P3.11: Yes, it did.
P3.12: Yes, it did.

75
Question:
Did online learning during new normal era have an impact on your English-
speaking skills?
P1.1: No, it did not.
P1.2: Yes, it did.
P1.3: Yes, it did.
P1.4: Yes, it did.
P1.5: Yes, it did.
P1.6: Yes, it did.
P1.7: Yes, it did.
P1.8: Yes, it did.
P1.9: Yes, it did.
P1.10: Yes, it did.
P1.11: Yes, it did.
P1.12: Yes, it did.
P1.13: Yes, it did.
P1.14: Yes, it did.
P1.15: Yes, it did.
P1.16: No, it did not.
P1.17: Yes, it did.
P2.1: Yes, it did.
P2.2: No, it did not.
P2.3: Yes, it did.
P2.4: Yes, it did.
P2.5: Yes, it did.
P2.6: Yes, it did.
P3.1: Yes, it did.
P3.2: Yes, it did.
P3.3: Yes, it did.
P3.4: Yes, it did.

76
P3.5: No, it did not.
P3.6: Yes, it did.
P3.7: No, it did not.
P3.8: Yes, it did.
P3.9: Yes, it did.
P3.10: Yes, it did.
P3.11: Yes, it did.
P3.12: Yes, it did.

77
PERCEPTION BETWEEN WATCHING ENGLISH MOVIES THROUGH
NETFLIX AND SPEAKING SKILL DURING NEW NORMAL ERA
Question:
Is there a good or positive relationship between watching English movies through
Netflix and your English skills during new normal era?
P1.1: Yes, it is.
P1.2: Yes, it is.
P1.3: Yes, it is.
P1.4: Yes, it is.
P1.5: Yes, it is.
P1.6: Yes, it is.
P1.7: Yes, it is.
P1.8: Yes, it is.
P1.9: Yes, it is.
P1.10: No, it is not.
P1.11: Yes, it is.
P1.12: Yes, it is.
P1.13: Yes, it is.
P1.14: Yes, it is.
P1.15: Yes, it is.
P1.16: Yes, it is.
P1.17: Yes, it is.
P2.1: Yes, it is.
P2.2: Yes, it is.
P2.3: Yes, it is.
P2.4: Yes, it is.
P2.5: Yes, it is.
P2.6: Yes, it is.
P3.1: Yes, it is.
P3.2: Yes, it is.

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P3.3: Yes, it is.
P3.4: Yes, it is.
P3.5: No, it is not.
P3.6: Yes, it is.
P3.7: Yes, it is.
P3.8: Yes, it is., No, it is not.
P3.9: Yes, it is.
P3.10: Yes, it is.
P3.11: Yes, it is.
P3.12: Yes, it is.

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Question:
Explain your answer number 6 in detail!
P1.1: When I watch English movies, I add new vocabulary and become more
confident in my abilities.
P1.2: There is a positive relationship because we get knowledge and listen to the
correct pronunciation directly, besides that we can enjoy the plot of the film
that is shown.
P1.3: Learning English through movies can make us fulfill our English
vocabulary.
P1.4: A good relationship between watching English movies on Netflix and
language skills is that I feel more comfortable speaking English because I
often imitate the speech in movies, add new vocabulary, and many accents
in English are unique and new to me.
P1.5: Netflix is very helpful in mastering English. Netflix provides a variety of
English-language films so that viewers can choose the film they like.
Netflix also provides many English films complete with subtitles. So,
audiences will really like English-language films.
P1.6: Because there are so many types of films in English that are very interesting
and not boring, we can choose the type of film we want.
P1.7: Through the movies I watch, I learn a lot of new vocabulary and direct
pronunciation that I can immediately hear and apply in my daily life.
P1.8: As I said before, there is a lot of new vocabulary, phrases, and sentences
when I watch movies on Netflix with English subtitles.
P1.9: Yes, it's really good because it can add insight into improving speaking
skills according to imitating in movies.
P1.10: Watching English movies does not adversely affect the ability to speak in
English. In fact, what we obtain is an advantage for people who focus on
the pronunciation and speaking style (dialect) of the characters.
P1.11: Yes, especially on Netflix or other applications, sometimes there are more
films in English than in Indonesian. But it comes back again to the opinion
of the people.
P1.12: Learning to speak is more fun by watching movies through Netflix. I often
practice and remember the unique phrases in the movie scenes that I watch
so that my English-speaking skills seem to improve.
P1.13: There must be a lot of influence because I like watching movies, especially
foreign films. So, it can help me to understand English better.

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P1.14: By watching movies, I can find out how to pronounce vocabulary
correctly. So, when I speak English, I no longer feel how to pronounce it.
P1.15: As the previous answer, watching English films can have a positive impact
and impact on general and speaking abilities, because we can learn a lot
from these films.
P1.16: During online learning, I can spend one film a day, I like to see films in
their original language, and English subtitles. When I hear and learn new
vocabulary, I like to imitate it.
P1.17: As my previous answer, it can add new English vocabulary and is very
useful.
P2.1: As long as we intend to watch, not just watch, it also means learning. For
example, if we watch without subtitles, at first it will be difficult but over
time we will also understand, many words do not know the meaning,
maybe even hear them, now we can write new vocabulary. But we can also
learn in what context actors use these words or phrases in films and so on.
P2.2: Netflix is one of the media platforms that I use to learn English through
films that are currently booming, because one of the times for myself is
watching series, so I study too.
P2.3: By watching English movies, I learn how to pronounce properly. Thus, my
fluency in speaking English increased.
P2.4: I think learning from things you like is fun and useful. Even people who
find it difficult to study in a classic class style can take English lessons
through English films because they watch them voluntarily and not under
any pressure.
P2.5: As I explained above, by watching English films, I can increase my
vocabulary, then listen to native speaking like therapy for the ears to get
used to listening to English.
P2.6: The good thing is that people who watch Netflix and speak English will
significantly improve their English.
P3.1: I think there is a good relationship between the two because Netflix itself is
a pay-film provider platform that allows me to access a variety of
interesting films to watch, as well as entertainment. On the positive side, it
can be used as a medium to be able to practice my speaking skills.
P3.2: Of course, there is a relationship, because from watching we can learn a lot
about how the players pronounce every word in English so that we can
know how to pronounce and speak English properly and correctly.
P3.3: There is a very good relationship because it not only entertains me but also
increases my fluency in English which I can apply in a speech by knowing
many new expressions and how to pronounce them correctly.

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P3.4: As I said, I got a lot of new terms in a movie that I watched, and I think
that's a positive effect that I'll get from watching a movie, hoping that
someday I'll use or practice 'that' terms in daily speaking.
P3.5: As previously stated, I don't use Netflix so I can't conclude whether it's a
positive or negative relationship 🙏.
P3.6: The reason is that films can help with vocabulary that the audience doesn't
know so that the audience can update the vocabulary they don't know.
P3.7: If I often watch movies and don't use Indonesian subtitles, I think there will
be an increase in my English skills, although it's rare, there is a significant
improvement.
P3.8: As long as we know how to pronounce English that we get from films on
Netflix and we practice again and practice speaking English diligently, our
speaking ability will improve because of the effect of watching Netflix.
However, if we often watch without practicing the new vocabulary we get,
we will easily forget.
P3.9: Of course, there is, because through films we can learn to talk when we are
happy. Pay attention to the storyline while paying attention to what the
actors or actresses say or what they want to convey in every word spoken in
the film.
P3.10: I think there will definitely be a good relationship between watching
English films through Netflix and English proficiency in the new normal
era because Netflix is indeed one of our platforms, not only for
entertainment but also for honing our English skills with various kinds of
films, series, and English language events.
P3.11: In my opinion, Netflix as a film screening platform gives its users the
freedom to explore English shows as they like so that users are more
accustomed to listening to English.
P3.12: Of course, there is a good relationship. You can really improve your
English by watching English movies on Netflix.

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Question:
Is there a bad or negative relationship between watching English movies through
Netflix and your English skills during new normal era?
P1.1: No, it is not.
P1.2: No, it is not.
P1.3: Yes, it is.
P1.4: No, it is not.
P1.5: Yes, it is.
P1.6: No, it is not.
P1.7: No, it is not.
P1.8: No, it is not.
P1.9: No, it is not.
P1.10: No, it is not.
P1.11: Yes, it is.
P1.12: No, it is not.
P1.13: No, it is not.
P1.14: No, it is not.
P1.15: No, it is not.
P1.16: No, it is not.
P1.17: Yes, it is., No, it is not.
P2.1: Yes, it is.
P2.2: Yes, it is.
P2.3: No, it is not.
P2.4: No, it is not.
P2.5: Yes, it is.
P2.6: No, it is not.
P3.1: Yes, it is.
P3.2: No, it is not.
P3.3: Yes, it is.
P3.4: No, it is not.

83
P3.5: No, it is not.
P3.6: Yes, it is.
P3.7: No, it is not.
P3.8: Yes, it is.
P3.9: Yes, it is.
P3.10: No, it is not.
P3.11: No, it is not.
P3.12: No, it is not.

84
Question:
Explain your answer number 8 in detail!
P1.1: It actually depends on what you watch and how the viewer's point of view is
taken. For me, there is no downside.
P1.2: There is no bad or negative relationship between watching English films
through Netflix and English.
P1.3: Of course, there is. If what we watch makes us worse off, it can definitely
make us more insignificant.
P1.4: Maybe a poor relationship is that there are a lot of inappropriate words in
some movies, if only watched by children who do not understand, they may
imitate terrible speech.
P1.5: Nothing, because Netflix's relationship with English mastery runs straight,
aka there is no negative relationship. As far as I feel by frequently watching
English films on Netflix, my mastery of English is also going well and
positively.
P1.6: In my opinion, there is no negative relationship between watching English
films through Netflix and English proficiency in the new normal era.
P1.7: There is no bad relationship in language when watching through Netflix
because you get a lot of new vocabulary.
P1.8: I tend to get more positives than negatives. I think Netflix is capable enough
to develop language skills.
P1.9: No. Because in my opinion, this is very useful for improving our speaking
skills, especially in western films with an accent that we like.
P1.10: No bad impact on the ability to speak in English. In fact, what you get is an
advantage for people who focus on the pronunciation and dialect of the
characters.
P1.11: Yes, sometimes there are people who only watch movies for entertainment
without taking the lessons or language provided by the film.
P1.12: I do not think so. Because I feel is learning to speak English is more
interesting and fun than just watching learning videos that seem
monotonous.
P1.13: I love watching movies and I don't think it will have a bad effect,
especially on my English skills.
P1.14: There is no bad relationship between watching movies and speaking
English. Because it's the same as we learn from each other in reciting a
vocabulary or getting new vocabulary.

85
P1.15: I don't think so, because watching English films will be more helpful in
improving our English-speaking skills.
P1.16: No bad influence from Netflix and my English skills. But in managing
time, because there are many good and good Netflix movies, sometimes I
sleep late because watching movies, maybe it's a negative thing in timing
that I need to improve again.
P1.17: If the films we watch contain many elements of negative and sensitive
language. Sometimes this will interfere with our English learning. It doesn't
have a negative impact if you have a different point of view and just stick
to the positives.
P2.1: Maybe some of the vocabulary used in the film is quite a lot and not a little
has a meaning that is not good or rude to pronounce.
P2.2: Yes, because watching movies is a waste of time to learn English, whereas
learning is not only by watching movies or series but from what we like
first.
P2.3: I don't see any negative effects from watching English films because I watch
them for the purpose of improving my English, not just for recreation.
P2.4: I don't think so. Perhaps if the film had used a non-standard English dialect
that is not used academically, audiences hearing it for the first time would
have a hard time understanding the grammar. However, in my opinion,
these are cultural differences that can be explored when watching English
films.
P2.5: On the downside, when I watch movies on Netflix for too long, I often
neglect my surroundings, lose track of time, and sometimes neglect tasks.
P2.6: As long as it can be arranged and can be sorted, of course, there will be no
negative impact. As long as the goods are taken are good.
P3.1: Although there are many positive sides to using the Netflix platform as a
medium for practicing English speaking skills, of course, there are negative
sides such as making it addictive just to watch movies rather than making it
a learning medium which results in wasted time.
P3.2: There was no negative impact because from the film I tried to take the
positive side of learning English in improving my speaking skills.
P3.3: I do not feel a bad relationship in general. I feel the positives more than the
negatives.
P3.4: I think as the intention of watching the movie as a media to learn, there's no
negative effect, except we may feel addicted to the movie, so it will be the
negative side effected by the movie.

86
P3.5: As previously stated, I don't use Netflix so I can't conclude if it's a positive
or negative relationship 🙏.
P3.6: The reason is that films can help with vocabulary that the audience doesn't
know, so that the audience can update vocabulary they don't know.
P3.7: There is no bad relationship as long as the film is good and inspiring,
besides being able to practice listening skills which later correlate with
speaking skills. It also has another impact on the mindset and stuff.
P3.8: If we rarely practice and don't learn how to place the new vocabulary, we
get from watching Netflix and in what situations we use it. We may
misspeak or misplace new words we acquire, which in turn makes us look
stupid or even offends others.
P3.9: The bad relationship that I usually find is the many harsh words or sentences
that come out of the film cast. And the word becomes a habit, like fuck,
bitch, etc.
P3.10: There is no negative relationship because in my opinion by watching
English films through Netflix, we can actually practice speaking English
right away by practicing conversations in movie scenes. Then when we
don't catch what is being said in the movie scene, we can use the subtitle
feature. Of course, with English subtitles so we can find out how to
pronounce English vocabulary correctly.
P3.11: I think this goes back to each individual and the personal norms that are
adhered to by each person, but for me as long as it is still in the realm of
learning, good or bad something can be learned.
P3.12: In terms of English proficiency, I don't think so. Because that's one of the
effective ways to improve English skills in the current pandemic era.

87
Appendix 5.
Speaking Assessment Results

No Students’ Name Final Score

1 P1.1 75
2 P1.2 75
3 P1.3 80
4 P1.4 80
5 P1.5 75
6 P1.6 80
7 P1.7 80
8 P1.8 80
9 P1.9 80
10 P1.10 75
11 P1.11 75
12 P1.12 80
13 P1.13 75
14 P1.14 75
15 P1.15 70
16 P1.16 65
17 P1.17 75
18 P2.1 75
19 P2.2 70
20 P2.3 72.5
21 P2.4 71.25
22 P2.5 75
23 P2.6 62.5
24 P3.1 75
25 P3.2 75
26 P3.3 75
27 P3.4 65
28 P3.5 81.25
29 P3.6 75
30 P3.7 71.25
31 P3.8 65
32 P3.9 75
33 P3.10 67.5
34 P3.11 80
35 P3.12 65

88
Appendix 6.
Item-Total Statistics

Scale Mean if Scale Variance if Corrected Item- Cronbach's Alpha if

Item Deleted Item Deleted Total Correlation Item Deleted

X1 60.4857 81.963 .816 .887

X2 60.1429 89.420 .516 .899

X3 61.0571 81.585 .805 .887

X4 60.1143 92.692 .383 .904

X5 60.8571 80.714 .727 .892

X6 59.2571 98.608 .535 .903

X7 59.7714 91.417 .694 .895

X8 59.6857 95.575 .347 .903

X9 59.8857 92.634 .446 .901

X10 60.7143 87.622 .569 .897

X11 61.2000 83.753 .754 .890

X12 59.6000 89.365 .692 .894

X13 59.5429 95.138 .545 .900

X14 59.6571 96.232 .420 .902

X15 59.9429 90.820 .592 .897

X16 61.0857 84.316 .621 .896

89
 Appendix 7.
Correlations

X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11

X1 Pearson ** ** ** ** * ** **
1 .329 .798 .287 .787 .460 .641 .334 .303 .637 .673
Correlation

Sig. (2-tailed) .054 .000 .095 .000 .005 .000 .050 .077 .000 .000

N 35 35 35 35 35 35 35 35 35 35 35

X2 Pearson ** * * * ** *
.329 1 .497 .398 .352 .359 .433 .255 .253 .214 .420
Correlation

Sig. (2-tailed) .054 .002 .018 .038 .034 .009 .139 .143 .218 .012

N 35 35 35 35 35 35 35 35 35 35 35

X3 Pearson ** ** ** ** ** * ** **
.798 .497 1 .295 .693 .432 .573 .205 .380 .549 .612
Correlation

Sig. (2-tailed) .000 .002 .085 .000 .010 .000 .237 .024 .001 .000

N 35 35 35 35 35 35 35 35 35 35 35

X4 Pearson * ** *
.287 .398 .295 1 .102 .145 .447 .057 .196 .191 .350
Correlation

Sig. (2-tailed) .095 .018 .085 .558 .407 .007 .745 .260 .271 .039

N 35 35 35 35 35 35 35 35 35 35 35

X5 Pearson ** * ** ** * * ** **
.787 .352 .693 .102 1 .326 .562 .416 .352 .529 .573
Correlation

Sig. (2-tailed) .000 .038 .000 .558 .056 .000 .013 .038 .001 .000

N 35 35 35 35 35 35 35 35 35 35 35

X6 Pearson ** * ** ** * *
.460 .359 .432 .145 .326 1 .511 .173 .365 .323 .429
Correlation

Sig. (2-tailed) .005 .034 .010 .407 .056 .002 .320 .031 .058 .010

N 35 35 35 35 35 35 35 35 35 35 35

90
 X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11

X7 Pearson ** ** ** ** ** ** ** **
.641 .433 .573 .447 .562 .511 1 .186 .154 .540 .652
Correlation

Sig. (2-tailed) .000 .009 .000 .007 .000 .002 .284 .378 .001 .000

N 35 35 35 35 35 35 35 35 35 35 35

X8 Pearson * *
.334 .255 .205 .057 .416 .173 .186 1 .191 .112 .272
Correlation

Sig. (2-tailed) .050 .139 .237 .745 .013 .320 .284 .271 .520 .113

N 35 35 35 35 35 35 35 35 35 35 35

X9 Pearson * * * ** *
.303 .253 .380 .196 .352 .365 .154 .191 1 .531 .337
Correlation

Sig. (2-tailed) .077 .143 .024 .260 .038 .031 .378 .271 .001 .048

N 35 35 35 35 35 35 35 35 35 35 35

X10 Pearson ** ** ** ** ** *
.637 .214 .549 .191 .529 .323 .540 .112 .531 1 .375
Correlation

Sig. (2-tailed) .000 .218 .001 .271 .001 .058 .001 .520 .001 .027

N 35 35 35 35 35 35 35 35 35 35 35

X11 Pearson ** * ** * ** * ** * *
.673 .420 .612 .350 .573 .429 .652 .272 .337 .375 1
Correlation

Sig. (2-tailed) .000 .012 .000 .039 .000 .010 .000 .113 .048 .027

N 35 35 35 35 35 35 35 35 35 35 35

X12 Pearson ** ** ** ** * * ** **
.606 .539 .588 .316 .536 .324 .398 .383 .440 .297 .597
Correlation

Sig. (2-tailed) .000 .001 .000 .064 .001 .057 .018 .023 .008 .084 .000

N 35 35 35 35 35 35 35 35 35 35 35

X13 Pearson ** * * ** * ** *
.525 .286 .339 .217 .390 .304 .480 .380 .229 .467 .375
Correlation

Sig. (2-tailed) .001 .095 .046 .210 .020 .075 .004 .024 .187 .005 .026

91
 X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11

N 35 35 35 35 35 35 35 35 35 35 35

X14 Pearson * ** *
.324 .141 .393 .175 .464 .242 .215 .299 .177 .355 .180
Correlation

Sig. (2-tailed) .057 .419 .020 .315 .005 .162 .215 .081 .310 .036 .300

N 35 35 35 35 35 35 35 35 35 35 35

X15 Pearson ** ** * * ** * * **
.332 .430 .465 .349 .389 .515 .304 .389 .428 .139 .534
Correlation

Sig. (2-tailed) .051 .010 .005 .040 .021 .002 .076 .021 .010 .425 .001

N 35 35 35 35 35 35 35 35 35 35 35

X16 Pearson ** ** ** * ** **
.594 .283 .653 .322 .466 .399 .518 -.002 .142 .330 .726
Correlation

Sig. (2-tailed) .000 .100 .000 .059 .005 .018 .001 .992 .416 .053 .000

N 35 35 35 35 35 35 35 35 35 35 35

TOT Pearson ** ** ** ** ** ** ** * ** ** **
.854 .593 .847 .467 .790 .551 .729 .411 .516 .644 .802
AL Correlation

Sig. (2-tailed) .000 .000 .000 .005 .000 .001 .000 .014 .002 .000 .000

N 35 35 35 35 35 35 35 35 35 35 35

X12 X13 X14 X15 X16 TOTAL

** ** ** **
X1 Pearson Correlation .606 .525 .324 .332 .594 .854

Sig. (2-tailed) .000 .001 .057 .051 .000 .000

N 35 35 35 35 35 35

** ** **
X2 Pearson Correlation .539 .286 .141 .430 .283 .593

Sig. (2-tailed) .001 .095 .419 .010 .100 .000

N 35 35 35 35 35 35

92
 X12 X13 X14 X15 X16 TOTAL

** * * ** ** **
X3 Pearson Correlation .588 .339 .393 .465 .653 .847

Sig. (2-tailed) .000 .046 .020 .005 .000 .000

N 35 35 35 35 35 35

* **
X4 Pearson Correlation .316 .217 .175 .349 .322 .467

Sig. (2-tailed) .064 .210 .315 .040 .059 .005

N 35 35 35 35 35 35

** * ** * ** **
X5 Pearson Correlation .536 .390 .464 .389 .466 .790

Sig. (2-tailed) .001 .020 .005 .021 .005 .000

N 35 35 35 35 35 35

** * **
X6 Pearson Correlation .324 .304 .242 .515 .399 .551

Sig. (2-tailed) .057 .075 .162 .002 .018 .001

N 35 35 35 35 35 35

* ** ** **
X7 Pearson Correlation .398 .480 .215 .304 .518 .729

Sig. (2-tailed) .018 .004 .215 .076 .001 .000

N 35 35 35 35 35 35

* * * *
X8 Pearson Correlation .383 .380 .299 .389 -.002 .411

Sig. (2-tailed) .023 .024 .081 .021 .992 .014

N 35 35 35 35 35 35

** * **
X9 Pearson Correlation .440 .229 .177 .428 .142 .516

Sig. (2-tailed) .008 .187 .310 .010 .416 .002

N 35 35 35 35 35 35

** * **
X10 Pearson Correlation .297 .467 .355 .139 .330 .644

Sig. (2-tailed) .084 .005 .036 .425 .053 .000

N 35 35 35 35 35 35

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 X12 X13 X14 X15 X16 TOTAL

** * ** ** **
X11 Pearson Correlation .597 .375 .180 .534 .726 .802

Sig. (2-tailed) .000 .026 .300 .001 .000 .000

N 35 35 35 35 35 35

** ** ** **
X12 Pearson Correlation 1 .464 .099 .432 .514 .735

Sig. (2-tailed) .005 .571 .010 .002 .000

N 35 35 35 35 35 35

** ** ** **
X13 Pearson Correlation .464 1 .439 .454 .221 .582

Sig. (2-tailed) .005 .008 .006 .201 .000

N 35 35 35 35 35 35

** ** **
X14 Pearson Correlation .099 .439 1 .500 .231 .465

Sig. (2-tailed) .571 .008 .002 .182 .005

N 35 35 35 35 35 35

** ** ** ** **
X15 Pearson Correlation .432 .454 .500 1 .469 .646

Sig. (2-tailed) .010 .006 .002 .005 .000

N 35 35 35 35 35 35

** ** **
X16 Pearson Correlation .514 .221 .231 .469 1 .699

Sig. (2-tailed) .002 .201 .182 .005 .000

N 35 35 35 35 35 35

** ** ** ** **
TOTAL Pearson Correlation .735 .582 .465 .646 .699 1

Sig. (2-tailed) .000 .000 .005 .000 .000

N 35 35 35 35 35 35

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

94
 Appendix 8.
Score of Questionnaire

No. X1 X2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16 Total

1 4 3 4 3 4 5 4 3 5 4 3 5 4 5 4 5 65
2 5 5 4 3 5 5 5 5 4 4 3 5 4 4 3 3 67
3 5 3 4 4 5 5 5 5 4 4 4 5 5 5 3 4 70
4 2 2 1 3 1 4 3 3 2 2 1 2 4 4 2 1 37
5 2 2 1 4 2 5 3 5 4 2 1 3 4 5 5 2 50
6 5 5 5 2 5 5 4 5 4 5 4 5 5 5 5 5 74
7 4 3 4 3 4 5 5 5 4 3 4 4 5 5 5 3 66
8 4 5 4 5 4 5 5 5 4 3 3 5 5 5 5 4 71
9 3 5 3 5 3 5 4 3 5 4 2 5 5 5 4 2 63
10 4 5 5 5 3 5 4 4 4 2 4 5 3 4 4 5 66
11 3 5 2 5 2 5 5 4 2 1 5 5 5 4 5 5 63
12 2 5 2 5 1 5 4 5 5 2 4 5 4 4 5 3 61
13 5 3 4 5 3 5 4 5 5 4 3 5 5 5 5 3 69
14 2 4 2 5 1 5 5 4 3 4 1 2 4 5 3 1 51
15 1 3 1 4 2 4 3 5 4 2 1 5 4 4 3 1 47
16 5 2 3 5 3 5 5 4 5 5 4 5 5 4 4 4 68
17 4 5 4 5 3 5 5 4 4 3 3 5 5 5 5 4 69
18 3 5 4 4 2 5 4 5 5 3 2 5 5 4 5 2 63
19 4 5 4 5 5 5 5 5 5 4 3 5 5 5 5 4 74
20 4 5 4 5 2 5 5 3 5 5 3 5 5 4 4 4 68
21 2 3 1 2 2 5 4 4 5 2 2 4 4 3 3 1 47
22 2 4 1 2 1 5 3 5 5 3 2 4 5 5 4 1 52
23 4 3 2 3 2 5 4 5 2 2 1 5 5 4 3 2 52
24 4 4 4 4 4 5 5 5 5 5 4 5 5 5 5 5 74
25 4 4 3 4 4 5 5 5 4 5 3 5 5 5 4 3 68
26 5 4 3 5 5 5 5 5 5 4 5 5 5 5 5 4 75
27 4 5 3 4 5 5 5 5 4 3 3 5 5 5 5 4 70
28 5 5 4 5 4 5 5 5 5 5 4 5 5 4 4 4 74
29 5 4 5 4 5 5 5 5 5 4 4 5 5 5 5 3 74
30 3 4 2 3 4 5 4 4 4 3 2 4 4 4 4 1 55
31 5 5 4 5 5 5 5 5 5 5 4 5 5 5 5 4 77
32 5 5 3 5 4 5 5 5 5 5 4 5 5 4 4 3 72
33 2 2 2 3 2 5 4 3 4 3 2 3 4 4 4 4 51
34 4 5 4 4 5 5 5 5 5 4 4 5 5 5 5 2 72
35 5 5 4 5 5 5 4 5 5 3 3 5 5 5 5 3 72

95
Appendix 9.
Research Permission Letter

96
Appendix 10.
Advisory Application Letter

97
Appendix 11.
Author’s Profile

The author’s name is Nur Ma’rifatil Munawwaroh, and her

nick name is Riry. She came from Gresik, East Java. She
was born on 29th January 1999 in Gresik. She attended MI
Tashwirul Afkar Ketanen for six years of elementary school
education. Then, she continued her education at junior high
school and high school at Tarbiyatut Tholabah Islamic
Boarding School, Lamongan. After graduating from there in
2018, the author continued her higher education at the Syarif Hidayatullah State
Islamic University Jakarta majoring in English Education.

She likes things related to education. She has also been actively involved in
organizations and social relations since childhood. While in college, she was also
active in several internal and external campus organizations. In addition, she is
also active in writing poetry on her personal blog. She is also interested in gender
issues and social issues.

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