A. Research Findings
8. Students’ Perceptions to the Relationship between English Movies
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
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
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
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
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.