The Correlation between Watching English Movies and Students’
Ability in Mastering Speaking Skill
1Rahmatun Maulisa*; 2Muchsin; 3Faudi
1*,2,3English Education Department, Universitas Serambi Mekkah, Banda Aceh,
Indonesia
Email: [email protected]
Abstract
The purpose of this study was to find out whether there is a correlation between watching English movies and students’ ability in mastering speaking skill. This research was conducted with a quantitative correlational design. The participants of this study were 30 students from the English department at Universitas Serambi Mekkah, consisting of 11 students in semester 2, 9 students in semester 4, 2 students in semester 6, and 8 students in semester 8. In collecting the data, the researchers used questionnaires containing 40 items to measure the correlation between watching English movies and students’ ability in mastering speaking skill. The questionnaire of watching English movies consisted of 20 points with 3 items, while the questionnaire of students’ ability in mastering speaking skill consisted of 20 points with 4 items. The results showed that the r-count is higher than the r-table value (0.971 > 0.361).
Thus, H0 is rejected, and Ha is accepted. This means that there is a correlation between watching English movies and students' ability in mastering speaking skill.
Keywords: English movies; Speaking skill
A. Introduction
English is one of the international languages. Many students are required to have English skill because it is an important language for communication today. English has been taught at tertiary institutions, especially for students majoring in the language. There are four essential skills in English: listening, speaking, reading, and writing. Of the four skills, speaking is the skill necessary for oral communication. A person's language skill can usually be noticed when he or she speaks directly to others (Rifa'at, 2018).
According to Gultom (2017), speaking is the most important part of language; reading and listening cannot happen without speaking. As language is used to communicate to express thoughts, ideas, and feelings to other people, it is important to ensure that other people understand what we say. Rokhayani (2015) also states that speaking is a direct language skill that functions in everyday human life. Because when we speak, we can convey information, thoughts, and our desires directly to the other persons.
Practicing speaking a language, especially English, can be done in many ways, such as self-training through English movie watching . As explained by Mulyadi (2015), English movies have a good influence on motivating and entertaining students, especially in mastering English by listening to native speakers. Watching can be an effective way to motivate and influence students in learning English by seeing and hearing. They can imitate the pronunciation directly from the actors or actrees in the movie.
From the statement above, it can be concluded that speaking is it important for communication since it can facilitate them to express their thoughts, feelings, and ideas clearly when communicating. Based on the authors’ experience, speaking English in everyday life can be difficult because of several factors, such as low frequency of communicating in English with classmates or outside classroom, having little amount of vocabulary, and a lack of knowledge of how to read. This consequently causes students to pause and use some fillers during speaking in English, which has become a common issue among students in the English department of Universitas Serambi Mekkah until now.
Watching English movies, thus, can be one way to learn speaking.
It can help students acquire some new vocabulary and improve their pronunciation. Hence, the researchers were interested in conducting
Rahmatun Maulisa, Muchsin, Faudi
research at Universitas Serambi Mekkah entitled “The correlation between watching English movies and students’ ability in mastering speaking skills”.
There is previous research on similar topic conducted by Hikmah (2020) entitled “The relationship between watching English movies and students speaking ability in 2nd grade of SMAN 13 Gowa”. The researchers aimed to find out a significant relationship between watching English movies and students’ speaking in the 2nd grade of SMAN 13 Gowa, and the findings showed that there was a relationship between students in watching English movie and students’ speaking ability; however, the correlation of both variables were very low.
B. Method
The design used in this study was a correlational design. According to Fraenkel and Wallen (2012), correlation design is a research that use statistical correlation tests to describe and measure the degree of association or relationship between two variables. The researchers assessed the correlation between watching English movies and the students’ ability in mastering speaking skill.
The population of this study were all students of English department of Universitas Serambi Mekkah in Banda Aceh. The sample was 30 students of English department, consisting of 11 students from the second semester, 9 students from the fourth semester, 2 students from the sixth semester, and 8 students from the eighth semester. The total was about 30 students.
The questionnaires were used to collect the data of watching English movies and students’ ability in mastering speaking skill. Questionnaire is a written instrument consisting of questions or statements to gain responses from participants. The questionnaires were designed to collect information about students in relation to watching English movies and students’ ability in mastering speaking skill. In this study, the researchers distributed questionnaires to the students of English Department of Universitas Serambi Mekkah, consisting of 40 statements. Then, the students were asked to choose one out of 5 answers that suited them: Strongly agree, Agree, Undecided, Disagree, and Strongly Disagree. The researchers asked the students to fill out the questionnaires to the Google form link.
To investigate the correlation between the two variables, the following Pearson Moment formul (Sugiyono, 2017) was applied:
Descriptions:
the correlation between watching English movies and students’
Ability in mastering speaking skill.
= the score of watching English movies
= the score of students’ ability in mastering speaking skill.
= the multiplication of the score of watching English movies and students’ ability in mastering speaking skill.
C. Research Findings
The result of score can be seen from the tables below:
Table 1. Classification of Students’ Main Score Variable Frequency in Watching English Movies
Participant X1 X
2 X3 X4 X5 X6 X7 X8 X9 X10 X11 X12 X13 X14 X15 X16 X17 X18 X19 X20 Score
total
P1 2 3 3 2 2 3 3 3 2 2 4 2 2 3 4 3 2 3 3 4 55
P2 2 2 4 2 4 4 4 4 1 4 2 3 4 4 4 4 4 2 4 4 66
P3 3 3 3 3 3 3 4 5 3 5 5 5 5 5 5 3 3 5 5 5 81
P4 2 2 2 2 2 4 3 4 2 4 3 3 3 4 4 4 4 4 3 2 61
P5 2 2 2 3 3 4 4 4 1 2 4 2 2 4 3 2 2 4 4 4 58
P6 2 2 1 4 4 5 5 5 1 2 3 4 4 2 4 2 1 5 5 5 66
P7 4 4 3 4 2 5 4 4 3 4 5 5 5 4 4 3 3 4 5 5 80
P8 4 4 4 3 4 5 3 2 1 5 5 5 2 2 1 5 5 3 3 4 70
P9 3 1 1 4 4 1 3 5 1 1 2 2 4 3 5 2 2 3 3 3 53
P10 4 4 3 4 3 4 4 3 3 5 3 3 5 3 5 3 5 4 4 4 76
P11 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 80
P12 3 4 3 3 2 4 3 4 1 2 1 2 3 4 4 3 2 3 3 2 56
P13 2 2 1 3 2 4 2 1 5 1 3 2 4 3 1 1 3 1 1 2 44
P14 2 2 3 5 5 5 5 5 1 1 4 4 4 4 4 4 4 2 3 5 72
P15 2 4 2 4 1 4 4 4 1 1 1 1 1 4 1 1 1 4 4 4 49
Rahmatun Maulisa, Muchsin, Faudi
P16 4 3 3 3 3 2 3 1 2 5 1 5 5 2 2 3 5 1 3 2 58
P17 4 4 2 4 2 2 4 4 1 4 4 4 4 3 3 3 4 4 4 4 68
P18 3 2 4 2 1 3 2 2 1 2 1 3 4 2 4 3 2 2 2 2 47
P19 1 1 1 1 1 1 3 1 1 1 1 3 2 3 3 3 2 2 2 3 36
P20 1 2 3 2 1 3 3 2 1 3 2 3 3 4 4 3 3 3 2 3 51
P21 4 3 1 3 4 1 1 1 2 4 2 2 2 2 4 4 4 2 2 2 50
P22 3 3 2 4 4 4 2 4 2 2 4 3 2 3 2 2 3 3 2 3 57
P23 5 5 5 5 5 5 5 5 1 5 1 2 4 5 5 5 5 5 4 5 87
P24 1 1 3 2 5 3 2 4 1 1 1 1 2 2 2 2 2 2 2 2 41
P25 2 1 2 2 5 5 5 5 3 5 5 5 5 5 5 5 5 5 5 5 85
P26 1 4 3 2 4 1 2 2 1 2 4 4 4 1 1 1 4 2 4 1 48
P27 3 2 3 2 4 2 2 2 2 2 3 2 2 2 2 3 4 2 2 2 48
P28 3 4 5 5 3 5 4 2 1 1 4 4 4 4 4 4 4 4 4 4 73
P29 2 2 2 3 3 4 2 2 2 2 2 2 2 3 3 2 2 3 2 1 46
P30 2 4 3 4 2 4 4 4 1 3 3 4 2 4 3 3 4 4 4 4 66
1828
Based on the table above, it can be seen that, of 30 students, one student got 36; one got 41; one who got 44; one got 46; one got 47; two got 48; one got 49; one got 50; one got 51; one got 53; one got 55; one got 56; one got 57; two got 58; one got 61; one got 66; one got 68; one got 70; one got 72;
one got 73; one got 76; one got 80; one got 81; one got 85, and one got 87.
Table 2. Classification of Students’ Main Score Variable Frequency in Students’ Ability in Mastering Speaking Skill
Participant Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8 Y9 Y10 Y11 Y12 Y13 Y14 Y15 Y16 Y17 Y18 Y19 Y20
Score Total
P1 4 4 4 4 1 5 3 3 5 3 5 3 3 3 4 3 3 3 3 3 69
P2 4 3 4 3 3 2 4 4 3 3 4 3 2 3 3 3 2 2 2 2 59
P3 3 4 4 3 3 4 3 3 4 5 4 5 4 4 4 3 4 5 2 3 74
P4 4 4 4 2 2 2 2 3 2 2 3 3 3 3 3 4 1 2 3 2 54
P5 4 4 4 4 3 4 4 5 4 4 3 4 4 5 4 4 2 4 4 4 78
P6 5 4 3 2 3 4 4 2 3 3 4 4 3 2 4 2 2 2 3 3 62
P7 5 5 3 3 3 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 87
P8 4 4 4 3 3 5 5 5 5 4 4 4 4 4 4 4 4 4 4 4 82
P9 3 3 4 4 3 4 4 3 4 4 5 4 3 3 3 3 3 3 3 3 69
P10 4 4 4 3 4 4 4 4 5 4 5 4 4 5 4 4 4 4 5 4 83
P11 2 2 2 4 2 4 4 2 2 4 4 2 2 4 2 4 2 2 2 2 54
P12 5 4 3 3 3 3 3 4 4 3 3 3 3 4 4 5 4 4 2 4 71
P13 2 4 4 4 4 3 3 4 4 4 4 4 4 5 4 4 2 4 2 1 70
P14 4 2 4 4 3 4 4 4 2 4 4 4 4 4 4 2 2 4 4 4 71
P15 4 4 4 4 4 4 4 4 4 4 3 4 5 4 4 4 4 4 4 4 80
P16 4 3 3 3 1 3 3 3 3 3 3 4 2 3 4 3 4 5 4 5 66
P17 4 4 4 4 3 4 3 4 4 4 4 4 3 4 4 4 2 4 4 4 75
P18 2 2 2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 41
P19 4 3 4 4 2 3 3 2 3 3 4 3 4 2 4 4 2 2 3 2 61
P20 2 2 1 2 2 1 1 3 3 3 3 3 3 4 3 4 2 2 2 2 48
P21 5 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 62
P22 2 2 3 3 3 3 4 4 4 4 5 4 4 4 2 4 2 4 4 4 69
P23 2 2 4 3 2 4 3 4 2 4 4 4 4 4 4 4 2 4 4 3 67
P24 4 4 4 4 4 4 4 4 3 4 3 3 3 3 3 3 3 3 3 3 69
P25 2 2 4 3 4 4 4 2 2 4 4 4 5 4 4 4 2 2 4 3 67
P26 4 4 4 4 3 4 4 3 4 4 3 4 4 5 4 3 3 4 4 3 75
P27 4 3 4 3 3 3 4 4 4 3 3 4 4 3 4 2 4 4 4 4 71
P28 4 2 4 4 2 4 4 4 2 4 4 4 4 2 2 4 2 2 4 4 66
P29 4 4 2 2 2 4 4 4 2 4 4 4 4 4 4 4 2 2 4 3 67
P30 2 2 2 3 1 4 3 4 1 2 4 3 4 2 2 4 2 2 4 2 53
Rahmatun Maulisa, Muchsin, Faudi
Based on the table above, it can be seen that of 30 students, one student got 41; one got 48; one got 53; two got 54; one got 59; one got 61;
one got 62; two got 61; one got 64; two got 66; three got 67; four got 69;
one got 56; one got 57; two got 58; one got 61; two got 66; four got 68; three got 69; one got 70; two got 71; one got 74; two got 75; one got 78; two got 80; one got 82; one got 83; one got 87.
Table 3. Analysis of the Correlation between Watching English Movies and Students’ Ability in Mastering Speaking Skill.
Participant X Y XY X2 Y2
P1 55 69 3795 3025 4761
P2 66 59 3894 4356 3481
P3 81 74 5994 6561 5476
P4 61 54 3294 3721 2916
P5 58 78 4524 3364 6084
P6 66 62 4092 4356 3844
P7 80 87 6960 6400 7569
P8 70 82 5740 4900 6724
P9 53 69 3657 2809 4761
P10 76 83 6308 5776 6889
P11 80 54 4320 6400 2916
P12 56 71 3976 3136 5041
P13 44 70 3080 1936 4900
P14 72 71 5112 5184 5041
P15 49 80 3920 2401 6400
P16 58 66 3828 3364 4356
P17 68 75 5100 4624 5625
P18 47 41 1927 2209 1681
P19 36 61 2196 1296 3721
P20 51 48 2448 2601 2304
P21 50 62 3100 2500 3844
P22 57 69 3933 3249 4761
2020
P23 87 67 5829 7569 4489
P24 41 69 2829 1681 4761
P25 85 67 5695 7225 4489
P26 48 75 3600 2304 5625
P27 48 71 3408 2304 5041
P28 73 66 4818 5329 4356
P29 46 67 3082 2116 4489
P30 66 53 3498 4356 2809
Total 1828 2020 123957 117052 139154
Description:
X= 1828 Y=2020
∑xy= 123957 X2= 117052 Y2=139154
=
=
= = 0,971
Table 4. Interval Coefficient for Interpreting the Correlation Coefficient Strength of Correlation
Interval Coefficient Correlation Level
0.00 - 0.199 Very Low correlation
0.20 - 0.399 Low correlation
Rahmatun Maulisa, Muchsin, Faudi
0.40 - 0.599 Middle correlation
0.60 - 0.799 High correlation
0.80 - 1.000 Very High correlation
The table shows that the correlation between watching English movies and students' ability in mastering speaking skill is very high with 0,971 which falls in the category of 0.80 - 1.000.
D. Findings
There is a correlation between watching English movies and students' ability in mastering speaking skill (0.971). The r-count is higher than r-table (0.971 > 0.361). Thus, it can be said that Ha is greater than 0.05% (5%). In other words, H0 is rejected and Ha is accepted. This finding was similar as that of a previous study by Hikmah (2020). However, in the study of Hikmah (2020), the correlation was low while in the current study, the coreelation wa is very high.
E. Conclusion
The r-count was found to be higher than that of the r-table (0.971 >
0.361). Thus, Ha is greater than 0.05 (5%), H0 is rejected, and Ha is accepted. Based on this finding, it can be concluded that watching a movie has a significant correlation with the improvement in the students’ speaking skill.
References
Fraenkel, J. R., & Wallen, N. E. (2012). How to design and evaluate research in education. New York: McGram-Hill.
Gultom, S. R. (2018). The correlation between students’ habit in watching English movies and their vocabulary mastery at MTS Islamiyah YPI Batang Kuis. Thesis, Medan: Universitas Islam Negeri Sumatera Utara.
Mulyadi, D. (2015). Using English movies Akeelah and the bee with English subtitle to improve students’ listening ability. Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 5(1), 16-24.
Rifa’at, A. A (2018). Stimulating you to speak; A trip story as a technique in teaching speaking. English and Literature Journal, 5(1), 12-21.
Rokhayani, A. (2015). A study of public speaking used by the fifth semester students of Muria Kudus University. Thesis, Kudus: Muria Kudus University.
Sugiyono, D. (2017). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
