QUALITATIVE RESEARCH REPORT

THE STUDENTS’ PERCEPTION ON WATCHING

ENGLISH MOVIES IN ENGLISH LANGUAGE
TEACHING
Submitted in partial fulfillment of the requirements for the Qualitative Research
Course

1. Nur Alifah Peni Sejati (201632012)

2. Ratih Kusumaningtyas (201632034)
ENGLISH EDUCATION DEPARTMENT 5C

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS MURIA KUDUS
2018
 THE STUDENTS’ PERCEPTION ON WATCHING
ENGLISH MOVIES IN ENGLISH LANGUAGE
TEACHING

A. INTRODUCTION
English Learning is students who are unable to communicate fluently or
learn effectively in English, English is International language, who often come
from non-English-speaking homes and backgrounds, and who typically require
specialized or modified instruction in both the English language and in their
academic courses. As we know that English has a component that is necessary and
we should know it.
There are movies made on social issues which are very much pertinent to
our society. Movies on matters such as dowry, caste system, honor killing, and
socioeconomic divide often help create the needed awareness about the issues.
They arouse the long gone conscience in people when they see individuals going
through such difficult situations even if it is on screen. Movies help and work in
delivering important messages to society and technology has actually been
necessary to know because it helps the students to learn in this era.
Actually, Leaning English in class is not familiar for us. This activity will
be chosen by the learners in delivering the message and it will be fun. I know that
every single people have different skill especially in watching the movie if it is
too long for the learners it will be bored for them but it can be limited how to they
watch and understand every single word that is easy to understand for them to
know something new after they watch a movie. As we know that, watching
usually can be learning and improving our skill in English.
In the media society, media play an important role in English learning.
English movie is one of the effective media for improving many skills along the
way. Because most students like to watch movies itself, what the student’s
reaction is it useful and helpful for them to learn with watching English movies.
 Watching English movies especially in English language teaching can
develop our vocabulary. Because every movie has a different language with
watching an English movie can improve our skills in English not just in writing
but also in speaking, listening and reading.

B. RESEARCH QUESTION
Based on the statement above, the research question is stated as follows:
“How are the students’ perception of the activity of watching English movies in
English Language Teaching?”

C. OBJECTIVE OF THE RESEARCH

The objective of the research is stated as follows: “To know the students’
perception of watching English movies in English Language Teaching.”

D. LITERATURE REVIEW
Media such as a movie with subtitle may be effective in holding students’
interest. Canning-Wilson (2000) discovered in a large-scale survey that student
tended to prefer entertainment movies to documentaries in the classroom.
Moreover, movie media provide interesting and motivating clues to accompany
audio or written inputs. Also, movies provide language learners with the
opportunity to view the social dynamics of communication as native speakers
interact in authentic settings. Herron and Seay (1991) have ever done the research
on using video in listening comprehension. They divided into two groups,
experimental and controlled group. The controlled group uses radio tape and
experimental group use video in listening class. .the result has shown that the
experimental group performed significantly better.
Herron, et al. (1995) conducted research on movie media and they come to
the conclusion that … “Video is lauded for contextualizing language (i.e., linking
language form to meaning) and depicting the foreign culture more effectively than
other instructional materials. Videotapes permit students to hear native speakers
interacting in everyday conversational situations and to practice important
linguistic structures. Unlike audiocassettes, video's visual dimension is thought to
reduce ambiguities present in native speaker voices and to motivate students to
want to learn the foreign language” (Herron, et al., 1995, p. 775).
Herron and Hanley (1992) claimed that using movies in EFL classroom
offers background information that activates prior knowledge, which is essential
in stimulating the four skills activities in the classroom. There are three sources
related to this study which is selected to be guidance in arranging the research.
First, Woottipong (2014) from Thaksin University Thailand with the title
of the research Effect of Using Video Materials in the Teaching of Listening Skill
for University students. In the article, the author uses video material in teaching
listening skill, the sample of the research were 41 students of Thaksin University.
Pre-test and post-test of listening comprehension were done in two periods. The
result indicated that the students’ English listening comprehension ability
increased significantly after learning with videos and students had positive
attitudes towards using videos in teaching listening skills.
Second, an article from Ismail (2013). From South East European
University with the title The Effectiveness of Using Movies in the EFL
Classroom. In this article, the sample of the research was a pre-intermediate and
intermediate level of students, aged 18-25. The author used two types of data
collection, a questionnaire, and a quiz. Data are collected through students’ and
teachers’ questionnaire which investigates their attitudes towards movie-based
teaching and learning. The quiz was given to both controlled and experimental
group at the end of the reading section. The results of the study have shown that
significant differences between the experimental and control group of students on
integrated skills, using video incorporated in the teaching material. The study
concluded that movies attract students’ attention, the present language in a more
natural way that found course-books.
The last, the article arranged byJaenabet al. (2014) from IKIP Mataram
with the title The Impact of Animation Movie Towards Students’ Listening Skill:
An Experimental Study at The First Year Students of SMKN 1 Batulayar in
Academic Year 2013/2014. The population of this study was the whole of the first
year of SMKN 1 Batulayar in the academic year of 2013/2014. The method in this
study was an experimental method exactly quasi-experimental design with
nonequivalent control group design and the students classified into 2 groups
experimental and control. Both groups were given pre-test and post-test. Based on
the result of this study, showed the experimental group’s score is higher than the
control group. It means that the Animation movie has provided a significant
contribution towards the students’ learning achievement of listening skill.
After reading literature relates to the use of movie media and listening
teaching, conducting observation and studying the problem which is found in real
condition, we would like to investigate how our students’ perception on the use of
movie as media in listening. The result of the study is expected to give some
positive contributions to the field of education, especially in teaching listening
skill so both teachers and students can benefit from the result of this study.

E. METHODS OF RESEARCH
The participants of the research are the students of the fifth semester in
English Education study program, Muria Kudus University. 10 students
participated in this study. The study is conducted in December 2018. The
participants have experienced watching an English movie.
5 female students and 5 male students are given some questionnaire that
asking their perception on the watching movie as well as others benefit such as
enjoyment in learning and vocabulary enrichment. Asking participants to read
each statement and check the box that most closely represented their opinions,
from 1 (strongly agree), 2(agree), 3 Neutral, 4 (disagree), or 5 (strongly disagree).

F. FINDINGS
The questionnaire was aimed to estimate the frequency and the students’
opinions about the impact of movie media usage on their listening skill. There
were several questions about things that deal with the contribution of movie media
usage, also the positive impact and negative impact on the improvement of
students’ listening skill. This questionnaire was needed to find out the
contribution of movie media usage to the improvement of students’ listening skill.

Table of Questionnaire: Students’ rating on the movie media usage

SD : Strongly Disagree SA : Strongly Agree
D : Disagree A : Agree
N : Neutral
NO STATEMENT SD D N A SA
I enjoy doing listening practice by using 20
1. 0% 0% 20% 60%
English movies. %
The use of English movies makes me
70
2. easy to understand the content of the 0% 0% 0% 30%
%
lesson.
Using English movies is very interesting
10
3. because we don’t only listen to the audio 0% 0% 20% 70%
%
but also watch the film.
Listen to dialogue in movie enhance my 50
4. 0% 0% 10% 40%
listening skill. %
I often use words and sentence from
10 10
5. English movies in my daily 0% 60% 20%
% %
conversation.
Using English movies in class also
60
6. encourage me to imitate the native 0% 0% 20% 20%
%
speaker and improve my speaking
English subtitle in English movies helps 10
7. 0% 0% 0% 90%
us to learn new vocabularies. %
I learn how to pronounce English words 40
8. 0% 0% 0% 60%
from English movies. %
Learning English by English movies
40
9. motivates me to participate in class 0% 0% 30% 30%
%
discussion.
 The use of English movies is better than 40
10. 0% 0% 40% 20%
any other media in class %

G. DISCUSSION
In relation to the data from the questionnaire showed most students agreed
that movie media can be used in English Language Teaching. The answer to
question number one showed that 60% strongly agree that they enjoy doing
listening by using movie media. It means that most students enjoy doing listening
while using movie media. Furthermore, in questionnaire number two, most of the
student answered 70% agree with the question. It means that the students feel
easier to understand the content of the lesson while teacher use movie media.
Because there is English subtitle in the film which makes them easier to get the
meaning of the context. Moreover, in question number three, most students
strongly agree with the statement (70%) that the using of movie media is very
interesting in Teaching English Language. In addition, all of the students felt their
listening skill enhanced because of movie media usage. It can be proved from the
table 50% of students answered agree even the others answered 40% strongly
agree with the statement.
In question number five, students often use the word and sentence from
the film in their daily life. But, it turns out that the vast majority of the students
(60%) answered neutrally to the statement. This means that students are not really
interested in English words and sentence inspired by the movie or the story in the
movie. Next, almost all student felt using movie media in listening class can
improve their speaking skill. This can be proved from the table almost students
(60%) agree with the statement. In question number seven, most students found
that English subtitle in the movie helps them to learn new vocabulary. This is
proved by 90% of students stated their strong agree on this point, while there are
10% agree. This implies that from subtitle in movie media makes students easy to
understand what the content is. Then, in the next number, 40% students answered
agree that movie media help them how to pronounce the English word and 60%
students answered strongly agree that movie media help them how to pronounce
the English word.
In the last number, most students prefer to choose movie media than any
other media as a tool in listening class, because 40 % of students agree with the
question. But, they still consider if movie media usage can be the best alternative
media. Because 40% of students answer neutral from the question. Moreover,
only 20% of students answered strongly agree with the statement. It was very
clear that movie media usage can be alternative media in teaching listening skill.
Because the average of the data shows that most of the students agree with the use
of movie media in the class, it can be concluded that listening skill by using movie
media gives a positive contribution on students listening skill.

H. CONCLUSION AND SUGGESTIONS

Based on the result of this study, it was proved that there was a different
condition before use movie media and after use movie media in teaching listening
skill. It means that the movie media usage gives a potentially positive contribution
to English Language Teaching. Analysis of the students’ responses from the
questionnaire it was very clear that the use of movie media in English Language
Teaching was effective. Because the reasons are, they could learn English
naturally from a native speaker and it would increase their speaking skill because
they will learn how to speak fluently from the native speaker. Moreover, native
speaker in movie media could increase students listening skill. In addition, most
students enjoy watching the movie. For the English learner, using movie media
for teaching listening skill can be really great because it can help them in
enhancing their listening and speaking skills. It will also be useful tools to learn
vocabulary and culture, and the main benefit of movie media usage is entertaining
the learner. Furthermore, the next day movie media can be good alternative media
for teaching listening skill in English learning.

I. REFERENCES
Abdulrahman, T. (2017). TED Talks as Listening Teaching Strategy in EAP
Classroom. ASIAN EFL JOURNAL, 72-93.
Ismaili, M. (2013, May). The Effectiveness of Using Movies in the EFL
Classroom. Academic Journal of Interdisciplinary Studies, 2, 2281-3993.
doi:10.5901/ajis.2012.v2n4p121
Jaenab; Warta, I Ketut; Athar, Laluh Muhammad Iswandi;. (2014). The Impact of
Animation Movie Towards Students' Listening Skill : An Experimental
Study at The First Year Students of SMKN 1 Batulayar in Academic Year
2013/2014.
Kamilah, M. (2013). THE USE OF CONTEXTUAL VIDEO TO IMPROVE
STUDENTS` LISTENING ABILITY. Journal of English and Education,
1(1) 122-132.
Rivers,, T. a. (199). Practical Guide to Teaching of English as Second Language.
Oxford University Press, 62.
Sharma, N. (ELT Voices). Strategies for Developing Listening Skills. ELT
Voices, 6, 12-18.
Woottipong, K. (2014). Effect of Using Video Materials in the Teaching of.
International Journal of Linguistics, 6-4. doi:doi:10.5296/ijl.v6i4.5870
J. APPENDIXES

QUESTIONNAIRE

Research Topic : The Students’ Perception of Watching English Movies in

English
Language Teaching
Dear Student,
Greetings!
Thank you for taking the time to complete this questionnaire. Your feedback is
important to us in how we can better improve our teaching and learning system.
This questionnaire should only take about 5 minutes of your time. Your answers
will be completely anonymous.
We are hoping for your full participation. Thank you and good day!

Part I : Personal Details

Name :
Age :
Gender :

Next, answer these question by putting the check mark () on the sheet!

Part II: Facts and Opinions

1. Do you think watching English movies has a beneficial effect on learning
English?
 Yes
 No

2. How often do you watch movies for the purpose of learning English?
 1 – 3 hours per week
  4 – 6 hours per week
 More than 6 hours per week

3. Which genres do you prefer to watch? (You may choose more than one)
 Action
 Adventure
 Comedy
 Documentation
 Drama
 Fantasy
 Horror
 Indie
 Romance
 Sci-Fi
 Thriller
 Others (please specify) ..........................................

4. Do you like watching English movies with English subtitles?

 Yes
 No

5. Do your teachers encourage you to watch movies in English Language

Teaching?
 Yes
 No
 6. Read the statements about “The Students’ Perception of Watching
English Movies in English Language Teaching” and then put a tick in
the box according to the rating scales below.
SD : Strongly Disagree SA : Strongly Agree
D : Disagree A : Agree
N : Neutral
NO STATEMENT SD D N A SA
1. I enjoy doing listening practice by using English movies.
The use of English movies makes me easy to understand the
2.
content of the lesson.
Using English movies is very interesting because we don’t
3.
only listen to the audio but also watch the film.
4. Listen to dialogue in movie enhance my listening skill.
I often use words and sentence from English movies in my
5.
daily conversation.
Using English movies in class also encourage me to imitate
6.
the native speaker and improve my speaking
English subtitle in English movies helps us to learn new
7.
vocabularies.
8. I learn how to pronounce English words from English movies.
Learning English by English movies motivates me to
9.
participate in class discussion.
The use of English movies is better than any other media in
10.
class

THANK
YOU
VERY
MUCH