THE CORRELATION BETWEEN WATCHING ENGLISH VIDEOS AND STUDENTS’ LISTENING COMPREHENSION
SKRIPSI
By:
Dwi Andi Maryanto 21501073016
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH EDUCATION DEPARTMENT
JULY 2022
THE CORRELATION BETWEEN WATCHING ENGLISH VIDEOS AND STUDENTS’ LISTENING COMPREHENSION
SKRIPSI Presented to
Faculty of Teacher Training and Education UNIVERSITY OF ISLAM MALANG
in partial fulfillment of the requirements for degree of Sarjana in English Language Education
BY
Dwi Andi Maryanto 21501073016
UNIVERSITY OF ISLAM MALANG
FACULTY OF TEACHER TRAINING AND EDUCATION ENGLISH DEPARTMENT
JULY 2022
ABSTRACT
Maryanto, Dwi Andi. 2022. The Correlation Between Watching English Videos And Students’ Listening Comprehension. Skripsi, English Education Department Faculty of Teacher Training and Education University of Islam Malang. Advisor I: Ika Hidayanti, S.Pd., M.Pd ; Advisor II; Dr.
Imam Wahyudi Karimullah, S.Pd., M.A.
Keywords: English videos, frequency, listening skill.
Listening is considered as the most basic amongst other language skills that encompass the ability to receive and comprehend the messages that is delivered through voice and sound in the communication process. The implementation of authentic material is essential in listening class in order to make the students familiar with how English are used in actual life. There are many ways to develop listening skills with the help of advances in technology.
One of many methods where EFL learners are able to practice their extensive listening skills is by watching English based videos. Therefore, the researcher is interested in conducting research about the correlation of watching English videos frequency on students’ listening skills.
This study used quantitative research method on two variables which are frequency of watching English videos, and English listening skill. The data for this research collected in the form of frequency of watching video questionnaire through Google Form to know how frequent the students watch English videos at home. Moreover, the researcher also collected listening comprehension score from 2nd semester of English department at the University of Islam Malang from the listening lecturers. The data are analysed based on the mean of Likert scale in the questionnaire and correlated with students’ listening comprehension score using SPSS Pearson’s Correlation analysis.
The result of the study indicates that most of the students are at high level of profile at all indicators of frequency of watching videos such as frequency, repetition and attitude. Moreover, the study also indicates significant correlation between students’ frequency of watching English videos and their listening comprehension skills. It can be concluded that all the students have high profile of watching English video frequency. Moreover, the more frequent the students watch English videos, the better their listening skills, and indicated that English authentic videos improve students’ listening skills. This study suggests that it is important to consider learning English actively while watching English videos.
The next researcher should consider the relationship of watching English video frequency and other language skills such as speaking, writing, reading and grammar.
1 CHAPTER I INTRODUCTION
This chapter aims to define backround of the research, research problems, objective, as well as the scope and limitation, the significance and definition of the key terms.
1.1 Background of the Study
Listening is considered as fundamental and the most basic amongst other language skills. As receptive skill, listening is about an ability to receive and comprehend the messages that is delivered through voice and sound in the communication process. Hamouda (2013) stated that listening is fundamental in language that ought to be provided a major attention amongst the other four language abilities. As stated by Brown (2007) that this auditory skill is much greater in use of time, words, effort, and attention than the oral counterpart whether in the workplace, school, or home. Each student may have a different level of listening proficiency. The ability of an individual to listen determines how well they receive information especially the one from oral communication.
However, in the case of EFL learning, listening is considered as
challenging skill to master as students have to keep up with the speed and accent that is varied from each speaker. Listening considered to be more complex than other skills for learner who does not live in an English-speaking environment, as it is more difficult to practice listening and intentionally learn how to listen
2
(Schmidt, 2016). Therefore, it is important to facilitate students to be more adapted to listen directly from authentic material through the natives.
The implementation of authentic material is essential in listening class in order to make the students familiar with how English are used in actual life.
According to Alrefai & Bataineh, (2019) In order to advance students’ skill in listening, materials applied in EFL classroom, is a vital element in teaching and learning process. Nowadays, the spread of technology and network turn out to be popular tendency in EFL learning, plentiful sources and media has potential to support EFL learning. Video is considered to be a popular and influential media and often applied in EFL classrooms to improve listening skills of the students as it offers audio visual experience for students. There are several prior studies related to the use of video-based material implementation in listening class. Based on Gilmore (2007) study, the effect of using authentic materials compared to textbook materials during one-year experiment and it was found that video significantly improves communicative competence of the learners. Moreover, Akbari and Razavi (2016) stated that pictures, movements, colors and body language in a video allows learner to access non-verbal information for easier and comprehensive language learning.
There are many ways to develop listening skills with the help of advances in technology. One of many methods where EFL learners are able to practice their extensive listening skills is by watching English based videos on television
programs, and movies (Halloran & Hearn, 2017). Watching English videos exposes the students to English language that might help them improve in
3
listening skill. According to Harmer (2007), extensive listening might usually take place out of classroom activities like in home, car and so on television at home.
According to Renandya (2018), in order to improve listening skill effectively through extensive listening, it is required for the learner to expose themselves to authentic materials such as songs and videos. Moreover, Akbari & Razavi (2016) explained that the frequency and length of the exposure to target language
determines the effectiveness of learning listening skill through videos. Other than that, Renandya (2018) added that it is important to consider the authenticity of the listening material in extensive listening.
There are many studies that aims to study related to the influence of listening to English videos towards listening skills. For instance, a study by
Perangin-angin, Silaban, and Purba aims to improve listening skills using Tik-Tok videos and found that Tik-Tok can improve students’ listening comprehension skill. Moreover, Alrefai and Batanieh (2019) who studied the effect of using TED Talk videos to improve English listening skill shows that the students have difficulties in understanding the content of the videos. From the result of these studies, it is still unclear whether using English videos can influence listening comprehension skill. In this case the researcher aims to study the correlation between students’ frequency in watching English video and students’ skill in listening comprehension.
1.2 Research Problems
Based on the research background, the researcher formulates the research questions as follows:
4
1. How is the profile of watching video frequency implemented by EFL students?
2. Is there any significance in correlation between students’ habit in watching English video and students’ listening comprehension?
1.3 Purposes of the Research
According to the research questions above, the researcher formulates the purpose of the research as follows:
1. To identify the profile of watching video frequency implemented by EFL students.
2. To identify the significance correlation between students’ frequency in watching English video and students’ listening comprehension.
1.4 Scope and Limitation of the Study
The research conducted on second semester students of English department at the university of Islam Malang. The research conducted using online questionnaire through google form. The study is limited on second semester students because they are still studying basic listening comprehension skills. The study is also limited to one listening class because the other classes did not ready for data collection so the researcher only able to get the data of listening score from one listening class.
5
1.5. Significance of the Study
Theoretically, the result of this study contributes to the theory of extensive listening and the use of authentic material in listening, as the focus of the study is the use of video-based material that involves sound and pictures in learning listening. Moreover, the practical significance for English students is the result of this study provides the information about enjoyable way to learn and develop listening skills using English videos based on authentic material.
Meanwhile for teacher and lecturer, this study contains beneficial information on how well watching English videos can influence basic listening skill, so that the teacher and lecturer can design the best way to improve students’ basic listening comprehension skills not only in the class but also outside the class.
1.6 Definition of the Key Terms
This section explains the definition of the key terms used in this research to avoid misunderstanding.
The basic listening skill refers to the students’ ability to comprehend easier and clearer audio recording given at the early stage of university level at the University of Islam Malang to the first-year students.
Authentic material is any forms of oral communication contained in the English videos which originally intended for native speaker from the other native speakers.
The term frequency of watching English video in this study refers to the rate and length of the activities related to watching English videos, and English
6
videos in this study involves any videos spoken in English language regardless of media and platforms.
24 CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher provides conclusion based on the result of the study as well as suggestions towards English major students, the lecturers and the next researcher.
5.1 Conclusion
Based on the result of the study, the researcher concludes that there is significant correlation between watching English videos and listening
comprehension. Based on statistical calculation, the correlation between two variables has significance of 0.011 < 0.05 which is considered to be significant at 0.05 with the correlation coefficient of 0.448 that is considered as low correlation.
Based on the hypothesis testing, it is confirmed that Ha is accepted and Ho
rejected. Thus, indicates that students’ habit in watching English videos, improves their listening comprehension.
5.2 Suggestions
Based on the conclusion above, the researcher provides suggestion to the English students, lecturers and the next researcher as follows.
It is suggested for English students to learn practice English listening comprehension skills while watching English videos as it benefits language skill development and enjoyable learning experience.
25
It is suggested for the lecturer to encourage the students to practice their listening by directing students’ preference towards videos that contains abundant of information, language use and vocabulary, so that the students might develop their listening better when watching English videos.
It is suggested for the next researcher to study more about the use of authentic videos on language learning with different English skills. Moreover, it is also suggested to plan their research further before proceeding to conduct the research, thus might help the researcher to deal with difficulties in collecting the data. This study gives useful information on the study regarding the relationship between basic listening comprehension skill and the frequency of watching English videos to be used as the consideration to investigate deeper related to this topic.
26 REFERENCE
Akbari, O., Razavi, A. (2015). Using authentic materials in the foreign language classrooms: Teachers’ perspectives in EFL classes. International
Journal of Research Studies in Education, Vol. 5 No. 2, 105-116. ISSN:
2243-7711
Alimemaj, Z. (2010). YouTube, language learning and teaching techniques. The Magazine of Global English: Speaking Higher Education, 2(3), 10–12.
Alrefai, A., Batanieh, R. (2019). Potential Effectiveness of TED talks in developing listening: Reflections of Jordanian Participants in United Nations Police Monitors Courses. IJIER. Vol. 7 No. 10. 929-944. DOI:
https://doi.org/10.31686/ijier.Vol7.Iss10.1852
Brunfaut, T., Revest, A. (2015). The Role of Task and Listener Characteristics in Second Language Listening. TESOL Quarterly. Vol. 49 (1): 141-168 DOI: 10.1002/tesq.168
Dalman, R. M. (2016). The Relationship between listening anxiety, listening comprehension strategies, and listening performance among Iranian EFL university students. International Journal of Modern Language Teaching and Learning, 1(6), 241-252.
Datsir, I (2019). The Correlation Between Students’ Habit in Watching English Movie and Vocabulary Achievement. Thesis. Muhammadiyah University of Makassar
Field, J. (2002). The Changing Face of Listening. In J. C. Richards & W. A.
Renandya (Eds.), Methodology in Language Teaching: An Anthology of
27
Current Practice (242-247). Cambridge, England: Cambridge University Press.
Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice.
Cambridge: Cambridge University Press.
Hasanudin, H. (2013) The relationship between the frequency of watching English film and students’ listening skill. Undergraduate (S1) thesis, IAIN Walisongo.
Kamilah, M. (2013). The Use of Contextual Video to Improve Students` Listening Ability. Journal of English and Education 2013, 1(1) 122-132
Keihaniyan, M. (2013). Critical Thinking and Language Proficiency. International Journal of Language Learning and Applied Linguistic World. Vol.4 (3) p: 24-32
Khuziakhmetov, A.N., &Porchesku, G.V. (2016). Teaching listening comprehension: Bottom-Up Approach. International Journal of Environmental and Science Education. 11(8), 1989-2001.
Kurniawan, D.A (2021). Comparison of Print Modules and E-Modules to the Tolerance Character of Students. International Journal of Elementary Education. 5(2)
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle &
Heinle Publishers.
Puput (2020). Korelasi Product Moment Pearson dan Rank Spearman.
https://tambahpinter.com/korelasi-product-moment-pearson/
28
Schmidt, A. (2016). Listening Journals for Extensive and Intensive Listening Practice. English Teaching Forum, 2–11.
https://doi.org/10.1533/9781845696313.1.222
Shajalilova, N. B. (2020). Using Authentic Materials in Improving Law Students' Speaking Skills. European Journal of Research and Reflection in Educational Sciences Vol. 8 No. 4, 2020, Part II. ISSN 2056-5852 Sidakova, N. V. (2016) Use of Professionally-Oriented Authentic Materials in
Teaching Foreign Languages to Students of Technical Specialties ANI.
pedagogy and psychology. No3 (16).
Silviyanti, T.M. (2014). Looking into EFL Students’ Perceptions in Listening by Using English Movie Videos on YouTube. Studies in English Language and Education, 1(1), 45-63.
Suetrong, M.P. (2020) The Learners’ Attitudes Toward The Use Of English Language Movies With Thai Subtitles And English Subtitles To Improve Listening Comprehension Skills. Thesis. Language Institute, Thammasat University
Takaesu, A. (2017). TED Talks as an Extensive Listening Resource for EAP Students. Language Education in Asia, 4(2), 150–162.
https://doi.org/10.5746/leia/13/v4/i2/a05/takaesu
Van Zeeland, H., & Schmitt, N. (2013). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension?
Applied Linguistics, 34(4), 457-479. doi:10.1093/applin/ams074
