the relationship study between students’ watching …

THE RELATIONSHIP STUDY BETWEEN STUDENTS’

WATCHING ACTIVITY OF ENGLISH MOVIE AND THEIR

LISTENING ABILITY

(A Correlational Study at the Fifth-Semester of the Department of English

Education, Syarif Hidayatullah State Islamic University Jakarta).

A “Skripsi”

Presented to the Faculty of Educational Sciences in Partial Fulfillment of the

Requirements for the Degree of S.Pd. (S-1) in English Education

By:

Hasrul Hutagaol

1111014000111

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

“SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY

JAKARTA

2018

THE RELATIONSHIP STUDY BETWEEN STUDENTS’

WATCHING ACTIVITY OF ENGLISH MOVIE AND THEIR

LISTENING ABILITY

(A Correlational Study at the Fifth-Semester of the Department of English

Education, Syarif Hidayatullah State Islamic University Jakarta).

v

ABSTRACT

Hasrul Hutagaol (NIM: 1111014000111). The Relationship Study Between

Students’ Watching Activity of English Movie and Their Listening Ability: A

Correlational Study at the fourth-semester of the Department of English

Education, The Faculty of Educational Sciences, Syarif Hidayatullah State Islamic

University Jakarta, 2018

Keywords: Watching movie activity, listening ability

The objective of this research is to find out the empirical evidence on the

relationship between students’ movie-watching activity and their listening skill at

Department of English Education of State Islamic University Jakarta. For this

purpose, the researcher selected the sample comprised 30 students at fifth

semester of Department of English Education of State Islamic University Jakarta

in the study year of 2016/2017 by using convenience sampling and simple rando

sampling technique. The correlational study was employed with document of

students’ achievement analysis and questionnaire as the instruments of data

collection. The Product Moment was applied to calculate the data and to test the

hypothesis.

The research findings indicated that in the significance degree of 5%, the value of

( ) ( ) (0.704 2.048) which means that the Null

Hypothesis ) is accepted and the Alternative Hypothesis

) is rejected. Thus,

it can be concluded that there was no significant relationship between students’

habit in watching English movie and their listening achievement. In other words,

the respondents’ habit in watching English movie does not always affect their

listening achievement.

vi

ABSTRAK

Hasrul Hutagaol (NIM: 1111014000111). The Relationship Study Between

Students’ Watching Activity of English Movie and Their Listening Ability: A

Correlational Study at the fourth-semester of the Department of English

Education, The Faculty of Educational Sciences, Syarif Hidayatullah State Islamic

University Jakarta, 2018

Kata Kunci: Kegiatan menonton film, kemampuan menyimak

Tujuan dari penelitian ini adalah untuk mengetahui bukti empiris pada hubungan

antara aktivitas menonton film siswa dan keterampilan mendengarkan mereka di

Departemen Pendidikan Bahasa Inggris Universitas Islam Negeri Jakarta. Untuk

tujuan ini, peneliti memilih sampel yang terdiri dari 30 siswa pada semester empat

dari Departemen Pendidikan Bahasa Inggris Universitas Islam Negeri Jakarta

dengan Teknik pengambilan sampel yang mudah dan dan Teknik pengambilan

sampel secara acak sederhana. Studi korelasional digunakan dalam penelitian ini

dengan dokumen analisis prestasi siswa dan kuesioner sebagai instrumen

pengumpulan data. Kemudian, formula Product Moment diterapkan untuk

menghitung data dan menguji hipotesis.

Temuan penelitian menunjukkan bahwa pada taraf signifikansi 5%, nilai dari (( ) ( ) (0.704 2.048) yang berarti bahwa Hipotesis Nol

)

diterima dan Hipotesis Alternatif ) ditolak. Dengan demikian, dapat

disimpulkan bahwa tidak ada hubungan yang signifikan antara kebiasaan siswa

menonton film berbahasa Inggris dan prestasi menyimak mereka. Dengan kata

lain, kebiasaan responden menonton film berbahasa Inggris tidak selalu

mempengaruhi kemampuan menyimak mereka.

vii

ACKNOWLEDGEMENT

All praise be to Allah the lord of the worlds, whom with His mercy and

blessing, the writer could finish this ‘skripsi’. Peace and salutation be upon the

prophet Muhammad peace be upon him, his family, his companion, and his

adherence.

This ‘skripsi’ is presented to the Department of English Education, the

Faculty of Educational Science Syar,if Hidayatullah State Islamic University

Jakarta as a partial fulfilment of the requirements for the degree of S.Pd. in

English Language Education.

In this opportunity, the writer would like to express his utmost gratitude to

her beloved family, for his parents and family for countless efforts and never-

ending prayers, this skripsi is dedicated to them. The writer also would like to

address his great honor and attitude to her advisors, Drs. Nasifuddin Djalil, M.Ag.

and Neneng Sunengsih, M.Pd. who have given their energy and valuable time for

the writer during the writing of this skiripsi.

The writer realized that she would never finish this skripsi without the help

and support of people around him. Therefore, his sincere gratitude also goes to:

1. All lectures of Departement of English Education who have taught the

writer useful knowledge and skills.

2. Dr. Alek, M.Pd., the head of Department of English Education, and

3. Zaharil Anasy, M.Hum., as the secretary of Department of English

Education for the inspiration, time, and enormous help.

4. Dr. Ratna Sari Dewi, M.Pd., as the academic advisor for the support and

motivation for the writer throughout these college years.

5. His best friends, the LoL, for their supports, friendship, laughter,

experiences, and for the amazing college years.

6. Nisa Hasanah, this S.Pd. title will not be achieved if it is not for you.

The writer admitted that the skripsi is far from being perfect, there might

be still plenty of mistakes and errors found in her writing as the writer is still and

will always be learning to be better. Therefore, it is such a pleasure to receive

viii

critiques and suggestions from the reader for better improvement which will be

very valuable for the writer’s future development in writing and researching.

Jakarta, 29 June 2018

The writer

ix

TABLE OF CONTENT

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

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

SURAT PERNYATAAN KARYA SENDIRI............................... iv

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

ABSTRAK ....................................................................................... vi

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

TABLE OF CONTENT.................................................................. ix

LIST OF TABLES........................................................................... xi

LIST OF FIGURES ........................................................................ xii

LIST OF APPENDICES.................................................................xiii

CHAPTER I INTRODUCTION

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

B. The Identification of the Problem .........................................................4

C. The Limitation of the Study .................................................................5

D. The Research Question ........................................................................5

E. The Objective of the Study ..................................................................5

F. The Significance of the Study ..............................................................5

CHAPTER II LITERATURE REVIEW

A. Listening Ability ................................................................................... 7

1. The Nature of Listening .................................................................... 7

2. The Types of Listening ..................................................................... 9

3. The Purposes of Listening ................................................................. 12

4. The Process of Listening Comprehension......................................... 13

5. The Teaching of Listening ................................................................ 14

x

6. The Teaching of Listening at Department of English Education ...... 16

B. Activity of Watching English Movie ........................................................... 16

1. Definition of Movie........................................................................... 16

2. The Basic Types of Movie ................................................................ 17

C. Previous Study ........................................................................................ 18

D. Thinking Frameworks ............................................................................. 18

E. Theoritical Hypothesis ............................................................................ 19

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Study ................................................................... 20

B. Method and Design of the Study ............................................................. 20

C. Population and Sample of the STudy ...................................................... 20

D. Instrument of the Study ........................................................................... 22

E. Data Collection Technique ...................................................................... 22

F. Data Analysis Technique ........................................................................ 22

G. Statistical Hypothesis .............................................................................. 23

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Research Finding ..................................................................................... 26

1. Data Description................................................................................ 26

2. Data Analysis .................................................................................... 34

B. Discussion ............................................................................................... 41

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion ........................................................................................................... 44

B. Suggestion ..................................................................................................45

BIBLIOGRAPHY ........................................................................................................ 46

APPENDICES .............................................................................................................. 48

PROPOSAL/PROPOSAL%20THESIS.docx#_Toc511857695




xi

LIST OF TABLES

Table 3.1 Interpretation of Correlation ............................................................ 24

Table 4.1 The Descriptions about the Respondents ......................................... 26

Table 4.2 The Summary about the Respondents’ Background ........................ 28

Table 4.3 Score of Students’ Habit in Watching English Movie (X) .............. 31

Table 4.4 The Listening Scores (Y) ................................................................ 32

Table 4.5 The Normality Test Result of Data .................................................. 34

Table 4.6 The Linearity Result of the Data ...................................................... 34

Table 4.7 Data Analysis Table ......................................................................... 35

Table 4.8 Correlation Table ............................................................................. 38

xii

LIST OF FIGURES

Picture 4.1 The Respondents’ Media Preference in Watching English Movie ............. 29

Picture 4.2 The Respondents’ Genre and Sub-genre Preferences .............................. 30

Picture 4.3 The Respondents’ Favorite Movie Preference ........................................ 30

Picture 4.4 Respondents’ Number of movies per Month .......................................... 42

Picture 4.5 Respondents’ Preference of Using Subtitle ............................................ 43

xiii

LIST OF APPENDICES

Appendix 1 Questionnaire ......................................................................... 49

Appendix 2 The Questionnaire Score from Pilot Test ............................... 52

Appendix 3 The Calculation of Validity Test .......................................... 57

Appendix 4 The Distribution of R Table ................................................... 60

Appendix 5 The Distribution of T Table ................................................... 61

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Listening is one of the four language skills that have to be learnt from

Junior High School until university level. To be fluent in a language, people must

acquire the following language skills: listening, speaking, reading, and writing.

The first step in this process is listening. Listening is a great importance to both

learning in general and second language learning in particular. In learning English

language, there are some advantages from doing listening activities. First,

listening provides the example of good pronunciation in English. Second, students

can also learn about intonation, stress, accent and speed. These language elements

are best to be learnt through listening activities. Third, students can learn grammar

indirectly. When students are listening to English language, they subconsciously

learn the grammar.

Listening has often been seen as a passive process. It is, on the contrary, a

complex process that involves the process of hearing, identifying, understanding,

and interpreting spoken language.1 Meanwhile, Heinich used the terms encoding

and decoding in illustrating this process. A listener does not only hear what has

been said by a speaker, but he/she also has to decode the meaning in the

utterance.2 Most of the time he/she has to pay attention to the context and use

his/her background knowledge to make sense of what is said. Thus, it can be

concluded that listening is an active process, and it is not as easy as it seems.

Listening skill of foreign language students is not derived naturally,

because the language itself is not applied in the society communication. The

students may only be able to practice their listening in the classroom. The process

of listening in the classroom involves students and teachers. This skill is mostly

1 Panayiota Kendeou, et al., Developing Successful Readers: Building Early

Comprehension Skills through Television Viewing and Listening. Early Childhood

Education Journal Vol. 33 No. 2, 2005, pp 91-98. 2 Robert Heinich, et al., Instructional Media and Technologies for Learning,

(New Jersey: Pearson Education, Inc., 2002), 7th edition, p. 173.

2

taught by practice. Usually, the lesson consists of three parts: pre-listening,

listening, and post-listening.3

In the pre-listening activity, the teacher and students usually discuss the

new vocabulary or the topic of the passage. The students are provided with an

audio of conversation or monologue from which they are asked to find the main

idea or some details. Students also check their answers once they finish. Then, in

post-listening activity, teacher can repeat the audio and ask the students to

examine the language or diction the speaker used. Students also may be involved

in a new discussion from the audio. Mostly, the main source of listening for

students is the voice of their teachers. Individual voice of the teacher can also be

called as the source of listening, because in teaching learning process, teacher talk

as he/she gives some instructions should also be understood by his/her students. In

language learning about listening comprehension, basically some teachers still

focus on the old learning model; the students just listen to the teacher voice or

listen to the cassette and answer the teacher’s questions correctly. It can make

listening become uninteresting material and get minimum attention from the

students.

Furthermore, there has always been debatable whether language skills are

learnt or acquired. Stephen Krashen, one of the specialists on language acquisition

theories, believed that language acquisition is different from language learning.4

According to Krashen, language acquisition involves a subconscious process in

which a person is not aware of the fact that he or she is acquiring a language, and

it results into a subconscious competence as in first language. On the contrary,

language learning involves a conscious process in which someone knows the

knowledge and rules of a language and is able to differ and explain the correct and

incorrect sentence by referring to the grammatical structure.5

3 John Field, “The Changing Face of Listening”, in Jack C. Richards and Willy

A. Renandya (eds), Methodology in Language Teaching, (New York: Cambridge

University Press,2002), p. 242. 4 Stephen Krashen, Principles and Practice in Second Language Acquisition,

(New York: Pergamon, 1982), Internet Edition, p.32. 5 Ibid., p. 10.

3

Krashen believed that to acquire a language, there must be a

comprehensible input, or language in a form that is both understandable and

meaningful to the person. By understanding this input, the person will move from

his or her current competence to a slightly more advanced level.6 The way people

understand this input is influenced by several factors, including their attitudes

toward the input and the exposure they get. For example, a male student with high

confidence and low anxiety will likely to understand the input better. The high

amount of exposure he gets, may it be in the form of teacher’s talk, radio shows,

movies, or TV shows, also make it possible for him to get more input. In

conclusion, acquisition of language occurs when there is a comprehensible input.

By receiving comprehensible input with good attitudes, people can acquire a

language. Another point that should be emphasized is that the more people are

exposed to English language, the more likely they are to get the input that they

need in order to build language competence and skills.

In the Department of English Education, State Islamic University of

Jakarta listening skill is taught in 4 levels; from Listening 1 to Listening 4. Based

on an informal interview conducted by the writer with 10 students revealed that

Listening is viewed as difficult subject. 6 of 10 of the students often have trouble

in understanding what the speaker says in the tape. Furthermore, the students’ lack

of listening skill also makes it hard for them to follow the discussion in a seminar

or lecture which may lead into misunderstanding. Most of the students admitted

that they were rarely exposed to English outside the classroom. On the other hand,

some of the students who had better listening skill used learning strategies which

allowed them to be exposed by English outside classroom. These strategies take

forms of listening English music or watching English movies. The writer himself

mainly got exposure through English movies, even though he watched the movies

for pleasure rather than an attempt to exclusively learn the language. Intrigued, he

then tried to explore the benefits of movies for language learners. Jane Sherman,

in her book, included feature films as one of authentic materials that can be used

6 Ibid., pp. 20–22.

4

in language class to develop language skills.7 She stated that English movies may

provide a useful training for improving English listening skills because they

contain utterances and conversations through which students can get accustomed

to language. Birulés-Muntané & Soto-Faraco noted how movies can be one of the

best tools in language learning. Movies can enrich students’ vocabulary, improve

their pronunciation, increase their ability to understand spoke language, and make

structure acquisition possible.8

Based on those explanations, it is theoretically possible that movies can

provide comprehensible input and facilitate the acquisition and development of

listening skill. There should be a positive relationship between movie-watching

activity and listening skill, i.e. people who watch a lot of English movies should

also have a good listening skill. However, there have not been many researches

and publications that actually seek to prove this.

The issues presented above were found to be interesting and worth to be

researched under the title THE RELATIONSHIP BETWEEN STUDENTS’

WATCHING ACTIVITY OF ENGLISH MOVIE AND THEIR LISTENING

ABILITY (A Correlational Study at the Fourth-semester Students of the

Department of English Education of State Islamic University Jakarta).

B. The Identification of the Problems

Several problem can be identified based on the background:

1. The students of Department of English Education still lack listening skill.

They often have difficulties in understanding native speakers.

2. The students seem to have not yet received a sufficient amount of

language exposure to provide them with comprehensible input.

3. There have not been many researches to prove that movies can provide

input and help people acquire language and build their listening skill.

7 Jane Sherman, Using Authentic Video in the Language Classroom,

(Cambridge:CambridgeUniversity Press, 2003), pp. 18–26. 8 Birulés-Muntané J, Soto-Faraco S. Watching Subtitled Films Can Help

Learning Foreign Languages. Plos One Vol. 11 No. 6, 2016.

5

C. The Limitation of the Problems

The writer limited this research in the Department of English Education of

State Islamic University Jakarta.

D. The Formulation of the Problems

After the problems had been identified and limited, they were formulated

into a research question: Is there any positive relationship between students’

movie-watching activity and their listening skill at Department of English

Education of State Islamic University Jakarta?

E. The Objective of the Study

The aim of this study is to find the empirical evidence on the relationship

between students’ movie-watching activity and their listening skill at Department

of English Education of State Islamic University Jakarta.

F. The Significance of the Study

This study is expected to contribute in the improvement of English

Language Teaching, especially in the Department of English Education of State

Islamic University of Jakarta, both theoretically and practically:

1. For the lecturers and other language practitioners: should there be a

significant and positive correlation between the two variables, the lecturer

sat the Department of English Education may encourage the students to

watch English movies to improve their language skills. Furthermore, they

can use movies in their classes if possible.

2. For the students: if they want to improve their language skills and

competence, especially listening, they can try to watch English movies in

order to expose themselves to the language and develop their listening

skill.

3. For the institution: the Department of English Education may conduct

movie screenings regularly to expose the students to English language.

6

4. For other researchers: they may inspect this topic more thoroughly to see

the extent of movies as a medium for language learning and language

acquisition.

7

CHAPTER II

THEORETICAL FRAMEWORK

A. Listening Ability

1. The Nature of Listening

Listening is not an easy activity to do for is a complex process. It

takes more than just receiving sound waves but transmitting these ones to

the brain for later application. Listening is not a one-way street nor merely

the process of a unidirectional receiving of audible symbols. In the other

hand, listening comprehension is the psychomotor process of receiving

sound waves through the ear and transmitting nerve impulses to the brain.

But that is just the beginning of what is clearly an interactive process as

the brain acts on the impulses, bringing to bear a number of different

cognitive and affective mechanisms. This is true for listening is more than

just grasping sounds by the ear and passing these sound waves to the

human brain. Listening comprehension takes more than just getting sounds

for it is a long and complex process in which human use a variety of

strategies or techniques to use this input and react towards it.

Listening differs from hearing in term of the process that occurs.

Hearing is a physiological process, wherein a sound wave enters

someone’s ears and this wave travels through the nerves into the brain in

the form of electrical impulse. Meanwhile, listening process involves not

only the process of hearing itself, but also the complex process of human

brain to identify, understand, and interpret the sound or utterance.1

Among the four language skills, listening and reading are

categorized as receptive skills, while speaking and writing are productive

skills. Even though listening and reading are both receptive skills, the two

certainly have differences. The main difference is the medium. Listening

skill is concerned with spoken language, while reading skill is concerned

1 Robert Heinich, et al., Instructional Media and Technologies for Learning,

(New Jersey: Pearson Education, Inc., 2002), 7th edition, pp. 172 – 173.

8

with written language. Buck stated that the medium is noteworthy because

with spoken language, once the speaker completed his or her utterance, it

will be gone without a trace. Unlike when they read something, people

cannot go back to see what they just listened. Therefore, they need to rely

on their own memory of what was said.2

Listening is a vital element in the competent language performance

of adult ESL learners, whether they are communicating at school, at work,

or in the community. Through the normal course of a day, listening is used

nearly twice as much as speaking and four to five times as much as reading

and writing. Evidently, in an ESL environment, learners are exposed to

react towards listening input most of their working or studying time

because they are listening to people’s directions, requests, utterances and

so forth.

It may be true that listening skill used to be neglected. However,

considering its importance, especially in communication, many language

specialists and researchers have given more attention to listening in the

past decades. It can be seen in the numerous publications dealing with

listening skill and how to teach it. Some of the emerging English language

teaching approaches and methods, like the Natural Approach and Total

Physical Response, also have stressed the importance of listening

comprehension in learning English. All the researches have been valuable

because listening is indeed an interesting field that needs to be explored

and developed more. In addition, there are many other characteristics of

listening that are different from written language and are often problematic

for English language learners. These characteristics will be discussed more

thoroughly in the upcoming subchapter.

2 Gary Buck, ―How to Become a Good Listening Teacher‖, in David J.

Mendelsohn and Joan Rubin (ed), A Guide for the Teaching of Second Language

Listening, (San Diego: Dominie Press, Inc., 1995), p.113.

9

2. The Types of Listening

Some experts have stated the types of listening, according to Michael Rost

that mentioned in his book, there are six types of listening:3

a. Intensive Listening

Intensive listening refers to listening precise sounds, words,

phrases, grammatical units and pragmatic units. Although listening

intensively is not often called for in everyday situations, the ability to

listen intensively whenever required is an essential component of

listening proficiency. The prototypical intensive listening activity is

dictation, the transcription of the exact words that a speaker utters.

Dictation is often claimed to be an excellent integrative test because it

involves listening, vocabulary, grammar, and the ability to make

inferences from context.

In addition, according to Harmer, intensive listening is the live

listening. Some examples of the live listening are:

1) Reading aloud

Reading aloud is an enjoyable activity, when done with

conviction and style, is teacher reading aloud to a class. This

allows them to hear a clear spoken version of written text and can

be extremely enjoyable if the teacher is prepared to make a big

thing of it. The teacher can also read/act out dialogues either by

playing two parts or by inviting a colleague into the classroom.

2) Story telling

Teachers are ideally placed to tell stories which, in turn

provide excellent listening material. At any stage of the story, the

students can be asked to predict what is coming next or be asked

3 Michael Rost, Teaching and Researching Listening, (England: Pearson

Education Limited, 2011). p. 183.

10

to describe people in the story or pass comment on it in some

other way.

3) Interviews

One of the most motivating listening activities is the live

interview, especially where students themselves dream up the

questions. In such situation, students really listen for answers they

themselves have asked for, rather than adopting other people’s

questions. Where possible we should have strangers visit our class

to be interviewed, but we can also be the subject of interviews

ourselves. In such circumstances we might, though to set the

subject or to take on a different person for the activity.

4) Conversation

If we can persuade a colleague to come to our class we can

hold conversations with them about English or any other subject.

Than students have the chance to watch the interaction as well as

listen to it. We can also extend storytelling possibilities by role

playing.

b. Selective Listening

Selective listening, selective listening tasks encourage learners

to approach genuine spoken texts by adopting a strategy of focusing of

specific information rather than trying to understand and recall

everything. Reconstruction of the spoken material based on selective

listening tasks can help students link selective to global listening.

c. Interactive Listening

Interactive listening, refers to listening in collaborative

conversation. Collaborative conversation, in which learners interact

11

with each other or with native speakers, is established as a vital means

of language development.

d. Extensive Listening

Extensive listening, refers to listening for an extended period of

time, while focusing on meaning. It is necessary for the learner to

have access to listening input that can be understood reasonably well

on the first listening, in which learners are literally protected from

being overwhelmed by too much information to process effectively.

The materials of extensive listening usually take place outside

the classroom, in the student’s home, made by the teacher itself, car or

personal stereos as they travel from one place to another place.

Extensive listening divides into four kinds as follows:

1. Social listening, usually happen in social places where people

talk each other freely.

2. Secondary listening, is kind of casual listening activity, for

example; driving while listening music

3. Aesthetic listening, or appreciation listening is the end of casual

listening music until in the level enjoying music

4. Passive listening, is the situation where the listerner

understanding material without unconscious efforts such as

listening language lesson while lying down.

e. Responsive Listening

Responsive listening, refers to a type of listening practice in which

the listener’s response is the goal of the activity. Listening task design

using short inputs (typically one or two minutes long) and overt listener

response have great benefits for listening training.

12

f. Autonomous Listening

Autonomous listening, refers to independent listening, without the

direct guidance of an instructor. The key is that the learner is in control of

input selection, task completion, and assessment.

3. The Purposes of Listening

In daily life, people spend more time in listening than any other

communication activities. They spend most of their time listening to the

conversations, electronic media, classroom lectures and many kinds of

communications. Listening is the ability to identify and to understand what

are being said. The skill involves understanding a speaker’s pronunciation

and grasping his meaning. Because listening skill is important, listeners must

comprehend the meaning of the words. By learning listening they get some

information from material given. Listeners listen to something depend on

their aims because they will have different purpose and skill of listening.

Harmer describes the skills of listening as follows:4

a. Identifying the topic

Listeners are able to pick up the topic of a spoken text very quickly by

their own schemata.

b. Predicting and guessing

Listeners sometimes guess in order to try and understand what is being

talked about. They also make assumptions or guess the content from their

half hearing.

c. Listening for general understanding

Listeners are able to understand the gist (the general idea) of the

discourse.

d. Listening for specific information

Listeners are able to mention the specific information of what the

speakers talked about.

4 Harmer, Jeremy. 2007. How to Teach English. (Harlow: Longman).

13

e. Listening for detailed information

Sometimes listeners listen seriously in order to understand everything

they are listening in details. This is usually related to instructions or

directions, or to the descriptions of specific procedures.

f. Interpreting text

Listeners are able to see beyond the literal meaning of word in passage.

Listeners should determine their aims of listening. Therefore, they can

achieve target skill that they need to reach. Listening is not easy

moreover when we learn a foreign language. We need to practice

listening carefully to accept and perceive what is strange to us.

4. The Process of Listening Comprehension

As complex as it seems, there have been efforts to understand

listening process better. There are two general views on how listening

process works: bottom-up and top-down views.

a. Bottom-up Processing views listening as a linear process. A listener

reaches understanding by decoding parts to whole, i.e. from smallest

meaningful units (phonemes) to complete texts or utterances.5 Listeners

begin with understanding the phonetic level and gradually move to

higher level: syllabic, lexical, syntactic, semantic, pragmatic, and

interpretative level.6 Consequently, meaning is obtained once the listener

reaches the last step in the process.

b. Top-down Processing views listening as a process in which the listener

actively reconstructs the original meaning of the speaker by using

incoming sounds as their clues. The listener uses background knowledge

as well as the context and situation to make sense of what he or she

5 David Nunan, Listening in Language Learning, in Jack C. Richards and Willy

A. Renandya (eds), Methodology in Language Learning, (New York: Cambridge

University Press, 2002), pp. 238 – 239. 6 Ian S. P. Nation and Jonathan Newton, Teaching ESL/EFL Listening and

Speaking, (New York: Routledge, 2009), p. 40.

14

hears.7 In other words, the listener uses what he/she already know to

predict what the message will contain, and uses parts of the message to

confirm, correct or add to this ‘prediction’. In this scenario,

understanding is obtained gradually by the listener.

Understanding these two processing models is necessary when

teachers need to develop courses, materials, or lessons. For example,

teachers should not only teach bottom-up processing skills, like the skill to

differentiate minimal pair, but also encourage students to use their

background knowledge and see the context. Ideally, the real listening

process is the integration of the bottom-up and top-down models.

Sometimes listeners need to pick up the details in order to understand the

whole utterance, while other times they need to rely on their background

knowledge.

5. The Teaching of Listening

For students to fully benefit from listening lessons, it has been increasingly

recognized that listening lessons should be planned to include different

stages. These stages can be classified as pre-listening, while listening and

post listening.8 Each stage has different functions that should be linked

together to provide constant support for the students to successfully

understand the listening text in order to complete the tasks set.

a. Pre-listening Stage

In real life situations a listener almost always knows in advance

something which is going to be said, who is speaking or what the subject

is going to be about. Pre-listening stage helps learners to find out the aim

of listening and provides the necessary background information by

introducing the topic and finding out what they already know about it. A

7 David Nunan, loc. cit.

8 Jonatan Newton, Teaching ESL/EFL Listening and Speaking. (New York:

Rouledge, 2009), p.40.

15

good way to do this is to have a brainstorming session and some

discussion questions related to the topic. Then provide any necessary

background information and new vocabulary they will need for listening

activity. According to Field at pre-listening stage, two simple aims

should be clear; the first is to provide sufficient context to match what

would be available in real life and the second is to create motivation,

perhaps by asking learners to speculate what they will hear.9

b. While-listening Stage

While-listening activities can be shortly defined as all tasks that

students are asked to do during the time of listening to the text. The

nature of these activities is to help learners to listen for meaning, so that

they can elicit a message from spoken language. During this stage

students’ usually respond somehow to a listening text, for example by

indicating appropriate pictures, sequencing of some picture and

reordering them is necessary, answering multiple-choice questions,

completing a cloze test, filling in the blanks of incomplete sentences, or

writing short answers to the questions etc.

Listeners do not pay attention to everything they hear, they listen

selectively, according to the purpose of the task. The task, in turn

determines the type of listening and the way in which listeners will deal

with the task. There are a lot of different types of listening which can be

classified according to different principles, including purpose for

listening, the role of the listener, and type of the text for listening. In

practice these types are mixed in different configurations and each

require a particular strategy to be used to approach it.

c. Post-listening

The post-listening stage comprises all exercises done after listening to a

text. Some of these activities may be the extensions of those carried out

at pre- and while-listening stages but some may not be related to them

9 John Field, Listening in The Language Classroom, (England: Cambridge

University Press, 2008). Pp 242-247.

16

at all and present a totally independent part of the listening session. In

this last step teachers usually recall words, phrases, idioms, expressions,

etc that appear on the audio. Teachers may ask the students what the

words mean, what is the synonym of the word, etc. Teachers may also

start a new discussion from the topic.

6. The Teaching of Listening at the Department of English Education

Listening is an obligatory course for the students at Department of

English Education along with three other language skills and it is taught in

four levels, from Listening 1 to Listening 4. The students need to pass a

course before they take the next level. The teaching of listening follows the

standard mentioned previously, with lessons consisting of pre-listening,

while-listening, and post-listening. The materials vary from beginner

lessons in Listening 1 to more advanced lessons in the later Listening

courses.

One of the primary data in this study is listening scores, and the scores

were taken from Listening 4 course. Listening 4 is the most advanced

listening course in the Department of English Education, and the scores

from this course were expected to represent the students’ most recent skill

and competence. This course uses materials in the forms of academic and

situational passages. The exercises include finding main ideas, specific

information, supporting ideas, speaker‘s opinions, etc. This course also

emphasizes on the development of the students’ competence for IELTS

(International English Language Testing System) preparation.

B. Activity of Watching English Movie

1. The Definition of Movie

A movie, also called a film, is the motion picture that tells a story,

like in the television or cinema. It is produced by recording photographic

images with cameras, or by creating images using animation techniques or

visual effects. As Barsam and Monahan stated in their book, a movie is a

17

story, captured in a set of celluloid strips/films, which are shown on a screen

with certain speed to give the impression of moving.10

Although lately the

movie industry have reformed into digital, but the characteristic remains the

same.

2. The Basic Types of Movies

Movies can be categorized based on the recurring elements or pattern in

them. This categorization results in the term genre. Some movies focus on

one genre, while some others mix the genres by adding elements from other

genres to make the movie more interesting. From mixing elements from

other genres, many new genres emerge. The definition and examples of

several genres and subgenres are as follows:

a. Action, usually involves the good versus the bad character with

elements like fights, battles, and car chasings.

b. Adventure, is similar to action. However, it focuses more on

exploration, travels, treasure hunts and quests.

c. Animation, or animated movie is made from drawing or illustrations

which are photographed and projected in rapid succession.

d. Comedy, usually have amusing plot and characters that invoke laughter

from the audiences.

e. Drama, mostly tells about serious and realistic stories about the

relationship between characters with other people, or life and nature.

This genre is perhaps the largest genre because it can expand to other

subgenres, like melodrama, family drama, or historical drama.

f. Fantasy, tells stories about magic, fairy tales, or mythology.

g. Horror, mostly about the presence of ghosts, possession, etc.

h. Musicals, usually have characters express themselves by singing and

dancing.

i. Romance, drama that focus on romantic relationship.

10

Richard Basam and Dave Monahan, Looking at Movies: An Introduction to

Film 3rd

Edition, (New York: W.W. Norton, 2009), p. 52.

18

j. Science fiction, movies of sciences and technology, such as; robots,

spaceship, aliens, etc.

k. Thriller, usually involves mystery and thrill the audiences.

l. War, takes place in the middle of war conflict.

C. Previous Studies

The first previous related study was conducted by Hasanudin. He

sought to find the relationship between the frequency of watching English film

and listening skill third grade students of SMA N 1 Mayong, Jepara. He used

questioner and listening test to collect data. He then combined the results of

two data collection and found correlation with index 0.587. He concluded that

there was a significant relationship between watching English film and

listening skill.

The second previous related study which was conducted by Riri

Yusvita at MTs Hidayatut Thalibin, South Jakarta. She used questionnaire to

collect the data on students’ watching habit and she used students’ score

provided by teacher as the data of the students’ listening skill. She correlated

the scores from questionnaire with their listening scores. She concluded the

correlation between the watching habit of students at MTs Hidayatut Thalibin

and their listening skill with index correlation value 0.46.

D. Thinking Framework

After reading the materials, the writer understood that in acquiring

language competence and skills—including listening skill—a person needs to

receive a comprehensible input. The more amount of exposure also provides

more possibility for receiving input. One of the ways to receive this input is by

watching English movies. Not only can a movie provide input, but it can also

familiarize the listener with authentic spoken language with its unique

characteristics. Movies also provide visual clues and optimal attitudes for

understanding input. Therefore, the writer assumed that there is a positive

relationship between students’ movie-watching activity and their listening skill.

19

It means that the students who watch a lot of English movies will have a better

listening skill. If a significant relationship was found, then language learners

and teachers can try to use movies as a means to improve listening skill.

E. Theoretical Hypothesis

Two research hypotheses were established as a possible answer to research

question. The first one is H1 or alternative hypothesis, and the second one is H0

or null hypothesis:

1. H1 = There is a positive relationship between students’ habit of watching

English movie and their listening skill.

2. H0 = There is no relationship between students’ habit of watching English

movie and their listening skill.

20

CHAPTER III

RESEARCH METODOLOGY

A. Place and Time of the Study

The research was conducted at the Department of English Education,

Faculty of Tarbiyah and Teachers’ Training, State Islamic University of

Jakarta which is located on Jalan Ir. H. Juanda No. 95, South Tangerang,

Banten province, Indonesia. The writer carried out the data collection from

27 February to 6 March 2017.

B. Method and Design of the Study

The writer used quantitative method which emphasized objectivity by

using numbers, statistics, structure, and control. The research used a

correlational design, which is usually used in assessing relationships

between two or more variables.1 In this research, the variables are

students’ movie-watching activity and their listening skill.

C. Population and Sample of the Study

1. Population

In statistics, a population is an entire group about which some information

is required to be ascertained. A statistical population need not consist only

of people. We can have population of heights, weights, BMIs, hemoglobin

levels, events, outcomes, so long as the population is well defined with

explicit inclusion and exclusion criteria. In selecting a population for

study, the research question or purpose of the study will suggest a suitable

definition of the population to be studied, in terms of location and

restriction to a particular age group, sex or occupation. 2

1 James H. McMillan and Sally Schumacher, Research in Education, (Boston:

Pearson Education, Inc., 2006), 6th edition, pp. 23 – 25. 2 Amitav Banerjee and Suparkash Chaudhury. Statistics without Tears:

Population and Samples. Industrial Psychiatry Journal Vol. 19 No. 1, 2010, pp. 60-65.

21

The population of the research was all of the fifth semester students

at the Department of English Education of State Islamic University Jakarta

in the study year of 2016/2017. There are three classes (A, B and C).

2. Sample

According to Suharsimi Arikunto, sample is a part of population which has

same characteristics.3 The first method was convenience sampling, which

is a sampling method by choosing available individuals. The second

method was simple random sampling, in which the participants were

randomly selected.

C. Instruments of the Study

There were two main instruments used in this study. The first one

was the document of respondents’ achievement test. Achievement test is a

test that is used to measure what students have learnt in a specific subject.

In this study, the subject was Listening 4 and the scores were taken from

the final test scores. Listening 4 was chosen based on the suggestion from

the Listening lecturer. These scores are the most recent listening scores of

the respondents, and hence are expected to represent their listening skill

more accurately. Furthermore, the data collection would not be time-

consuming because the scores were already available in the archive of

Department of English Education. The second instrument was

questionnaire with scaled options. It was used to collect the data of

respondents’ movie-watching activity. This instrument was advantageous

because it was economical, easy to administer, and accurate.

The questionnaire consisted of three sections. The first section

aimed to gather the respondents’ background. The second section was the

length of exposure and preferred genres. The last section was the main

3 Suharsimi Arikunto, Prosedur Penelitian suatu pendekatan Praktik, (Jakarta:

PT. Rineka Cipta, 2002). p.134.

22

questionnaire that aimed to measure the respondents’ movie-watching

activity.

D. Data Collection Technique

In collecting the data of respondents’ listening skill, the document of

respondents’ Listening 4 scores were obtained from the administrator of

Department of English Education. In collecting the data of respondents’

movie-watching activity, the respondents were asked to fill the

questionnaire. Their responses were then calculated based on the coding.

E. Data Analysis Technique

This research is a correlational research which aims to find a

relationship between two variables. The students’ movie-watching activity

is the independent variable (x) and the students’ listening skill is the

dependent variable (y). After the scores from questionnaire and the scores

from the Listening 4 final test were obtained, the normality and linearity of

these data were tested by using SPSS Statistics. It was done in order to

decide the statistical procedure that would be used. If the data distribution

was normal and linear, then the analysis would use parametric procedure.

The normality of the data was checked by using SPSS Statistics

program. The tests used were Kolgomirov-Smirnov and Shapiro-Wilk. The

steps are: Click Analyze → Descriptive Statistics → Explore. Put the

variables on the Dependent List box. Click Plots and check the Normality

plots with tests. Click Continue and OK. If the index significance is more

than 0.05, then the data distribution is normal.

The linearity of the data was also checked by using SPSS Statistics

program.

The steps are: Click Analyze → Compare Means → Means. Put the

dependent variables (Listening skill) on the Dependent List box. Put the

independent variables (Movie-watching Activity) on the Independent List

box. Click Options and check the Test for Linearity. Click Continue and

23

OK. If the index significance is more than 0.05, then the data distribution

is linear.

After being analyzed on SPSS, the data distribution was found to

be normal and linear, so the statistical analysis would use parametric

procedure, which was Product Moment Correlation statistical procedure

with the formula as follows:

√[ ][ ]

In which:

rxy = the correlation coefficient

N = the number of respondents

X = the questionnaire scores

Y = the listening test scores

∑XY = the sum of questionnaire scores multiplied by listening test

scores

∑X = the sum of questionnaire scores

∑Y = the sum of listening test scores

∑X2 = the sum of squared questionnaire scores

∑Y2 = the sum of squared listening test scores

The degree of correlation is represented by correlation coefficient or

r. The range of r is from –1 ≤ r ≤ +1. If the value of r is close to 1, it means

the correlation is strong. If the value of r is positive, that means the

correlation is positive: if the value of variable x increases, the value of

variable y will also increase. Meanwhile, if the value of r is negative, that

means the correlation is negative: if the value of variable x increases, the

value of variable y will decrease.4

4 Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: PT RajaGrafindo

Persada, 2005), pp. 180 – 187.

24

In interpreting the coefficient of correlation, the guidelines on Table 3.2

was used.5

Table 3.1 Interpretations of Correlation

The correlation coefficient Interpretation

0,00 – 0,20 Very low correlation

0,20 – 0,40 Low correlation

0,40 – 0,70 Moderate correlation

0,70 – 0,90 High correlation

0,90 – 1,00 Very high correlation

F. Statistical Hypotheses

Hypotheses are needed in order to answer the research question and draw a

conclusion for the research. The statistical hypotheses of this research are:

H0 : rxy rt

H1 : rxy ≥ rt

In which:

H0 = There’s no relationship between students’ watching habit of English

movie and their listening skill

H1 = There is a positive relationship between students’ watching habit of

English movie and their listening skill

To test the hypotheses, the correlation coefficient from the

calculation (rxy) will be compared to correlation coefficient from Product

Moment table (rt). To find rt, the degrees of freedom must be calculated

using the following formula:6

Df = N - nr

In which:

df = degrees of freedom

N = number of cases (respondents)

5 Ibid., p. 19

6 Ibid., p. 194

25

nr = number of variables

After the value of df is calculated, rt can be determined in 5%

significance.

The criteria for hypothesis testing are:7

1) H0 will be accepted if rxy rt, which means that there is no

relationship between the two variables.

2) H1 will be accepted (and H0 will be rejected) if rxy ≥ rt, which means

that there is a relationship between the two variables.

7 Ibid., p. 195

26

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research Finding

There are two variables in this research, which are students’ habit in watching English movie

( ) and students’ listening achievement ( ). The data variable were obtained from

questionnaire. The questionnaire consists of two sections. The first section aims to gather the

respondents’ background and the second section aims to gather the score of statistical analysis.

1. Data Description

a. The Respondents’ Background

From the first section of questionnaire, there are two descriptions of the respondent;

gender and length of exposure. From all 30 respondents, 10 of them are male and 20 are

female. Meanwhile, the length of exposure or the number of years they have spent in

learning English is slightly varies. 60% of respondents have learnt English for more

than 10 years, 17% of respondents have learn it for 7 – 9 years, also 17 % of

respondents have learnt it for 4 – 6 years and 6% of respondents have learn English for

1 – 3 years (see table 4.2)

Tabel 4.1

The Description about The Respondents

No. Respondents Gender Length of Exposure

Student 1 F A

Student 2 F D

Student 3 F D

Student 4 F D

Student 5 F B

Student 6 F D

Student 7 F D

No. Respondent Genre Length of Exposure

Student 8 F D

Student 9 F D

27

Student 10 F D

Student 11 F D

Student 12 F D

Student 13 F B

Student 14 F B

Student 15 F C

Student 16 M C

Student 17 M C

Student 18 M C

Student 19 M B

Student 20 M D

Student 21 M D

Student 22 M C

Student 23 M B

Student 24 M D

Student 25 M D

Student 26 F D

Student 27 F A

Student 28 F D

Student 29 F D

Student 30 F D

28

Table 4.2

The Summary of Respondents Background

Category Number of

Respondents

Percentage

Gender:

M (Male)

F (Female)

10

20

33%

67%

Length of

exposure:

A ( 1 – 3 years)

B (4 – 6 years)

C ( 7 – 9 years)

D ( 10 years)

2

5

5

18

6%

17%

17%

60%

Aside from the respondents’ background, the first section of questionnaire also

describes the respondents’ preference in watching English movie, namely the preferred

media, favorite genre and favorite movie now days. In this case, the respondents were

allowed to mention more than one option. The findings show the most used medium is

Online Streaming, probably because it is easier to get the movie trough internet and they

can watch the movie everywhere through their phone or laptop.

Figure 4.1 The Respondents’ Media Preference in Watching English Movie

29

The findings also showed that the respondents’ preferences in choosing the movie genre

and sub-genre. In this case, the respondents were allowed to mention 3 options. The

findings show the most favorite genre is action, chosen by 20% of respondents. And

then Romance in the second place with 15% and the least preferred genre combines in

other genre section with 9%; it is historical, sci-fi, and scream, strategy, detective, and

animation.

Figure 4.2 The Respondents’ Genre and Sub-genre Preferences

The last, the findings showed the respondents’ favorite preference English movie. In

this case, the respondents were allowed to mention 3 options. And the result showed

that in the first place Maze Runner chosen by 7% respondents, in the second place are

Harry Potter and Insidious chosen by 6% respondents, Jurassic Park chosen by 4%

respondents, Titanic and Avenger chosen by 3% respondents, and the other respondents

chosen different preference movie.

30

Figure 4.3 The Respondents’ Favorite Movie Preference

b. The Questionnaire Score

The second section of the questionnaire contains 28 questions/statements. The findings

show the total score of 3110 points. The average score is 103.67, and the highest score

is 125 and the lower score is 80.

Tabel 4.3

Score of Students’ Habit in Watching English Movie (X)

No. Respondent X

Student 1 100

Student 2 125

Student 3 121

Student 4 100

Student 5 100

Student 6 125

Student 7 113

Student 8 102

Student 9 105

Student 10 104

Student 11 84

31

No. Respondent X

Student 12 111

Student 13 88

Student 14 114

Student 15 98

Student 16 86

Student 17 80

Student 18 103

Student 19 108

Student 20 110

Student 21 106

Student 22 123

Student 23 98

Student 24 115

Student 25 81

Student 26 83

Student 27 107

Student 28 102

Student 29 108

Student 30 110

N = 30 X = 3110

Average 103.67

Max 125

Min 80

c. Listening Score

The listening score were obtained from the archive of the lecturer of Listening 4

Department of English Education, Mrs. Neneng Sunengsih, M.Pd. The score were taken

from Listening 4 course. Specifically the mid-test score. The findings show the total

32

score of 2158, with the average score of 71.93. The highest score is 83.5 and the lowest

score is 60.

Tabel 4.4

The Listening Scores (Y)

No. Respondent Y

Student 1 77.5

Student 2 75.5

Student 3 72.5

Student 4 70.5

Student 5 63.5

Student 6 65

Student 7 73.5

Student 8 76

Student 9 80.5

Student 10 74.5

Student 11 60

Student 12 73

Student 13 68

Student 14 69.5

Student 15 60.5

Student 16 63

Student 17 73

Student 18 83.5

Student 19 77.5

Student 20 71

Student 21 77

Student 22 75

Student 23 77

Student 24 68

Student 25 75.5

Student 26 77.5

33

Student 27 63

Student 28 62.5

Student 29 77

Student 30 77.5

N = 30 Y = 2158

Average 71.93

Max 83.5

Min 60

2. Data Analysis

a. Normality and Linearity Test

To analyze the data above, firstly the writer used SPSS version 20 to the test normality

of the instruments in this research in order to know whether students’ habit in watching

English movie and Students’ listening achievement came from the distributed normal

population with the significant 5%.

Table 4.5

The Normality Test Result of Data

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic Df Sig.

X .127 30 .200* .952 30 .191

Y .136 30 .166 .933 30 .060

*. This is a lower bound of the true significance.

a. Lilliefors Significance Correction

From the table above, the writer used Shapiro-Wilk because the respondents in this

research were below 50. It can be seen that students’ habit in watching English movie

was normally distributed, because the value significance is 0.191 and it is bigger that the

value of 5%. It means that 0.191 > 0.05. After that, the writer also tested linearity using

34

SPSS software to see regression of relationship between two variables is linear. The

table as follows:

Table 4.6

The Linearity Result of The Data

Sum of

Squares

df Mean

Square

F Sig.

Students’

Listening

Achievement *

Habit in

Watching

English Movie

Between

Groups

(Combined) 750.242 22 34.102 .594 .835

Linearity 20.103 1 20.103 .350 .573

Deviation

from

Linearity

730.138 21 34.768 .606 .824

Within Groups 401.625 7 57.375

Total 1151.86

7 29

From the table above, it can be seen that students’ habit is watching English movie and their

listening achievement has linear regression because the significance value of the variables was

found to be 0.573 and it is bigger than 5% which is 0.573 > 0.05.

b. Correlation Coefficient

Since the data distribution was normal and linear, for the next step, the writer used the

formula of Product Moment Correlation to know the correlation coefficient. Before doing

the calculation, the data were described such as follow:

Table 4.7

Data Analysis Table

No. Respondent X Y XY X² Y²

Student 1 100 77.5 7750 10000 6006.25

Student 2 125 75.5 9437.5 15625 5700.25

Student 3 121 72.5 8772.5 14641 5256.25

Student 4 100 70.5 7050 10000 4970.25

Student 5 100 63.5 6350 10000 4032.25

35

Student 6 125 65 8125 15625 4225

Student 7 113 73.5 8305.5 12769 5402.25

Student 8 102 76 7752 10404 5776

Student 9 105 80.5 8452.5 11025 6480.25

Student 10 104 74.5 7748 10816 5550.25

Student 11 84 60 5040 7056 3600

Student 12 111 73 8103 12321 5329

Student 13 88 68 5984 7744 4624

Student 14 114 69.5 7923 12996 4830.25

Student 15 98 60.5 5929 9604 3660.25

Student 16 86 63 5418 7396 3969

Student 17 80 73 5840 6400 5329

Student 18 103 83.5 8600.5 10609 6972.25

Student 19 108 77.5 8370 11664 6006.25

Student 20 110 71 7810 12100 5041

Student 21 106 77 8162 11236 5929

Student 22 123 75 9225 15129 5625

Student 23 98 77 7546 9604 5929

Student 24 115 68 7820 13225 4624

Student 25 81 75.5 6115.5 6561 5700.25

Student 26 83 77.5 6432.5 6889 6006.25

Student 27 107 63 6741 11449 3969

Student 28 102 62.5 6375 10404 3906.25

Student 29 108 77 8316 11664 5929

Student 30 110 77.5 8525 12100 6006.25

N = 30 X =

3110

Y =

2158

XY =

224018.5

X² =

327056

Y² =

156384

36

Formula:

= –( )( )

√{ ( ) }{ ( ) }

Description:

37

N = 30

X = 3110

Y = 2158

XY = 224018.5

X² = 327056

Y² = 156384

(X)² = 9672100

(Y)² = 4656964

Calculation:

= –( )( )

√{ ( ) }{ ( ) }

= ( ) –( )( )

√{ ( ) ( ) } { ( ) ( ) }

=

√* + * +

=

√* + * +

=

√ =

= 0.132

The calculation above is obtained manually to get the score in order to know the

relationship between students’ habit in watching English movie and their listening

achievement. The writer also used SPSS version 20 to make sure the result of the

calculation above. By using SPSS software is to know whether the calculation that

writer did manually was correct and to make sure that there is no mismatching

calculation between scores that the writer counted. The calculation of SPSS was

described as follow:

38

From the 30 respondents the index value of correlation was found to be 0.132.

The result of those two calculations (manual and SPSS calculation) are the same.

It means that there is no mismatch in the process of calculating the data.

According to the table of correlation interpretations (see table 3.4) this number is

classified into the very low class of 0.00 – 0.20, which means that there is a very

low correlation between two variables.

After finding the ‘ ’ correlation score, the writer counted the significance of

variables by calculating is tested by significance test formula.

Formula:

√

√

Description:

= 0.132

Table 4.8

Correlation Table

HabitinWatc

hingEnglish

Movie

StudentsListe

ningAchieve

ment

Habit in Watching

English Movie

Pearson

Correlation 1 .132

Sig. (2-tailed) .486

N 30 30

Students’ Listening

Achievement

Pearson

Correlation .132 1


N 30 30

39

= 30

Calculation:

√

√

√

√ ( )

√

√

( )

√

The calculation above is the score of significant test in order to know the

significant between two variables. The calculation is done to test the hypothesis

that has been made.

Before testing the , the writer made two hypothesis of significance as

follows:

1. a : There is a significant relationship between two variables.

2. : There is no significant relationship between two variables.

The formulation of test:

1. If = Ha is accepted, is rejected. It means that there is

significant relationship between students’ habit in watching English movie

and their listening achievement

2. If = Ha is rejected, is accepted. It means that there is no

significant relationship between students’ habit in watching English movie

and their listening achievement

40

Based on the calculation above, the result is compared by the in the

significant of 5% and N= 30, the writer found the Degree of Freedom ( ) and

with the formula:

Formula:

Description:

= Degree of freedom

N = Number of respondent

= Number of variables

Calculation:

= N –

= 30 – 2

= 28

From = 28, it is obtained of 5% = 2.048. It indicated that

(0.704 < 2.048). Therefore, the is accepted. In other

words, there is no significant relationship between students’ habit in

watching English movie and their listening achievement.

3. Testing Hypothesis

To test the hypothesis, the correlation coefficient from the calculation ( )

will be compared to correlation coefficient from Product Moment table

( ).

The formulation of test:

= N –

( ) = * ( )+

= * +

= * +

(See Appendix ….)

41

1. a will be accepted if which means that there is a relationship

between students’ habit in watching English movie and their listening

achievement.

2. will be accepted if which means that there is no

relationship between students’ habit in watching English movie and their


Based on calculation above, it showed that the correlation coefficient

value ( ) is 0.132 and the ( ) from the total respondents (N=30) in 5%

of significance level is 0.361 (See appendix …). The Degree of freedom ( ) is 28,

so the writer got the is 2.048.

The index value of (0.361) is far bigger than the index value of

(0.132). In other words, it is means that the null hypothesis is accepted.

In conclusion, there is no relationship between students’ habit in watching

English movie and their listening achievement.

B. Discussion

The purpose of the data analysis in this study was meant to measure

the correlation between the students’ habit in watching English movie and

Students’ listening achievement at fourth semester students of Department of

English Education Syarif Hidayatullah State Islamic Universty academic year

(2017/2018).

Even though the reviewed literature has shown that movie could be

beneficial for language acquisition and developing language competence, but

based on the data analysis above, it can be seen that the score of coefficient

correlation ( ) of 0.132 which is close to zero. According to Susetyo, the

index correlation value between 0.00 – 0.20 shows very low correlation, so

this correlation is usually ignored (see table 3.4). The comparison between

and the index value of product moment table ( ) also shows that <

42

, which means the null hypothesis is accepted. In other word, there is no

relationship between students’ habit in watching English movie and

Students’ listening achievement.

Even though many respondents’ total scores are relatively high, there

are several findings were found to explain this phenomenon:

1. From the item number 3 which asks about the number of movies that the

respondents watch per month (see appendix ..), 11 from 30 respondents

chose 2 – 4 movies, 9 respondents chose 5 – 7 movies and only 2

respondents chose >10 movies. This shows that the amount of exposure

that the respondents receive is actually low.

Figure 4.4 Respondents’ Number of movies per Month

2. According to Penny, movies that best provide input and build listening

ability are the one with no subtitles.1 However, from the items number 6,

which asks whether the respondents watching movie without subtitle,11

from 30 respondents chose Sometimes, 8 respondents chose Seldom and

only one respondents chose Always. This shows that the respondents still

have quite a low tendency to watch movies without subtitle. This, of

1 Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, 1984),

P. 66.

43

course, means that the input is not optimally received because they read

the subtitle rather than listen to the dialogues.

Figure 4.5 Respondents watch with no subtitle

44

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the research finding in the previous chapter, it can be

seen that there is no relationship between students’ habit in watching

English movie ( ) and their listening achievement ( ) at fourth semester

students of Department of English Education Syarif Hidayatullah State

Islamic University academic year (2017/2018).

The data analysis showed that there is no relationship between the two

variables because (the correlation is lower than ). It can be

proved by the value of = 0.132 and the score for 5% level of significance is

0.361, it should be noted that the value of 5% level of significance was

obtained from the = 28 which was attained from list of .

Then, when it was tested by significant contribution, it showed that the

result was no significance. The score of is lower than the score of .

The score of significance is 0.704. Meanwhile, the = 28 indicates

significant score of 5% is 2.048. Because (0.704 < 2.048) it

means is accepted or there is no significant relationship between students’

habit in watching English movie and their listening achievement. In other words,

the respondents’ habit in watching English movie does not always affect their


B. Suggestions

There are two issues in the finding of the study. First is the number

of exposure that the respondents receive. In this case, respondents’ amount

of exposure is relative low. And the second is most of respondents or

students still have low tendency to watching English movie without

subtitle.

45

Based on findings, several suggestions can be made:

1. The students who want to improve their listening achievement may try

to watch English movie more often without subtitle in order to make

them familiar with native sound and increase their target language

competence.

2. There are various medium to get movie. Not only in Cinema, but now

students can watch so many movies by online streaming on their

laptop/ phone.

3. This research has so many limitations, and more researches should be

conducted on this topic. Future researchers may conduct a study with

a different and broader population and a larger sample. In addition, the

variables may be modified by future researchers, it can be other

language skill or competence.

46

BIBLIOGRAPHY

Arikunto, S. (2002). Prosedur penelitian suatu pendekatan praktis. Jakarta: PT.

Rineka Cipta.

Banerjee, A., & Chaudhury, A. (2010). Statistics without Tears: Population and Samples.

Industrial Psychiatry Journal Vol. 19 No. 1, pp. 60-65.

Basam, R., & D. Monahan. (2009). Looking at movies: An introduction to film 3rd

edition. New York: W.W. Norton.

Birulés-Muntané J, & Soto-Faraco S. (2016). Watching Subtitled Films Can Help

Learning Foreign Languages. Plos One Vol. 11 No. 6.

Buck, G. (1995). How to become a good listening teacher, in David J. Mendelshon

and Joan Rubin (eds), A guide for the teaching second language listening.

San Diego: Dominie Press.

Covey, S. (2011). The 7 habits of highly effective people. USA: Franklin Co.

Field, J. (2002). The changing face of listening, in J. C. Richards & Willy A.

Renandya (eds), Methodology in Language Teaching. New York:

Cambridge University Press.

Field, J. (2009). Listening in the language classroom. England: Cambridge University

Press.

Harmer, Jeremy. 2007. How to Teach English. (Harlow: Longman).

Heinich, R., et. al. (2002). Instructional media and technologies for learning. New

Jersey: Pearson Education).

Kendeou, P. et al., Developing Successful Readers: Building Early Comprehension

Skills through Television Viewing and Listening. Early Childhood

Education Journal Vol. 33 No. 2, 2005, pp 91-98.

Krashen, S. (1982). Principles and practice in second language acquisition. New

York: Pergamon.

47

McMillan, J. H., & S. Schumacher. (2006). Research in education. Boston: Pearson

Education.

Nation, I. S. P., & J. Newton. (2009). Teaching ESL/EFL listening and speaking.

New York: Routledge

Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge

University Press.

Nunan, D. (2002). Listening in language learning, in J. C. Richards and Willy. A.

Renandya (eds), Methodology in Language Teaching. New York:


Panayiota Kendeou, et al., Developing Successful Readers: Building Early

Comprehension Skills through Television Viewing and Listening. Early

Childhood Education Journal Vol. 33 No. 2, 2005, pp 91-98.

Rost, M. (2011). Teaching and researching. England: Pearson Education Limited).

Sherman, J. (2003). Using authentic video in the language classroom. Cambridge:


Sudiyono, A. (2005). Pengantar statistik pendidikan. Jakarta: PT Raja Grafindo

Persada.

Ur, P. (1984). Teaching listening comprehension. Cambridge: Cambridge University

Press.

APPENDICES

49

APPENDIX 1

ANGKET KEBIASAAN SISWA

DALAM MENONTON FILM BERBAHASA INGGRIS

PETUNJUK:

Bacalah dengan teliti terlebih dahulu sebelum menjawab setiap pertanyaan.

Pengisian angket ini tidak mempengaruhi nilai kuliah, untuk itu jawablah pertanyaan dengan jujur dan sesuai hati

nurani anda.

Respon anda akan digunakan untuk penelitian dan nama anda tidak akan dipublikasikan.

Kerjakan tanpa melihat jawaban orang lain karena tidak ada jawaban yang benar atau salah dalam angket ini.

INFORMASI DASAR:

Nama : ______________________________

Kelas : _________________

Jenis Kelamin (Lingkari): Laki-laki / Perempuan

Sudah berapa lama anda belajar bahasa Inggris? (Lingkari)

1-3 tahun 4 – 6 tahun 7 – 9 tahun 10 tahun/ lebih

Di mana biasanya anda menonton film berbahasa Inggris? (Checklist. Pilihan boleh lebih dari satu)

Bioskop Online Streaming

Televisi Lain-lain (Sebutkan): __________________________

DVD

Sebutkan 3 film berbahasa Inggris favorit anda:

1. _____________

2. _____________

3. _____________

Sebutkan 3 genre film berbahasa Inggris favorit anda:

1. _____________

2. _____________

3. _____________

CARA MENJAWAB SOAL

Lingkarilah salah satu jawaban yang menurut anda sesuai dengan keadaan anda.

PERTANYAAN

1. Seberapa sering anda menonton film berbahasa Inggris?

a. Selalu b. Sering c. Kadang-kadang d. Jarang e.Tidak pernah

2. Saya mononton film berbahasa Inggris kapanpun dan di manapun saat ada waktu luang.


3. Berapa jumlah film berbahasa Inggris yang anda tonton tiap bulan?

a. >10 film b. 8 - 10 film c. 5 - 7 film d. 2- 4 film e. ≤ 1 film

50

4. Saya menonton film berbahasa Inggris dengan laptop atau handphone agar bisa menonton di mana saja.


5. Saya menonton film berbahasa Inggris dengan menggunakan headset agar suara terdengar lebih jelas.


6. Saya menonton film berbahasa Inggris tanpa menggunakan subtitle


7. Saya merasa tidak nyaman saat menonton film berbahasa Inggris.


8. Menonton film berbahasa Inggris menambah kemampuan bahasa Inggris saya


9. Saya mengetahui berbagai budaya Inggris karena menonton film berbahasa Inggris.


10. Saya merasa menonton film berbahasa Inggris meningkatkan kemampuan menyimak/Listening saya.


11. Menonton film berbahasa Inggris memberikan pengaruh positif pada saya


12. Menonton film berbahasa Inggris membuat saya senang dan terhibur


13. Film berbahasa Inggris yang saya tonton memberikan motivasi dan inspirasi bagi saya


14. Dengan menonton film berbahasa Inggris, saya menjadi lebih familiar dengan kata-kata dalam bahasa Inggris.


15. Menonton film membuat saya familiar dengan berbagai ungkapan dalam bahasa Inggris.


16. Ketika familiar dengan suatu ungkapan dalam sebuah film, saya tidak mendapat kesulitan untuk mengenalinya lagi

walaupun dalam film yang berbeda


17. Jika mendapatkan ungkapan baru saat menonton film berbahasa Inggris, saya langsung menggunakannya dalam

kehidupan sehari-hari


51

18. Saya dapat membedakan intonasi dan pengucapan kata yang benar dari menonton film berbahasa Inggris.


19. Saya dapat menirukan apa yang diucapkan para aktor dan aktris dalam film yang saya tonton.


20. Walaupun sering menonton film berbahasa Inggris, saya tidak bisa mengucapkan dengan jelas kata yang ada di

dalam film.


21. Dalam film berbahasa Inggris, saya mengetahui bagaimana suatu ungkapan dipakai sesuai dengan konteksnya.


22. Saya merasa tidak ada ungkapan dalam film berbahasa Inggris yang dapat saya pakai dalam kehidupan sehari-hari.


23. Saya dapat mengerti kalimat-kalimat yang diucapkan oleh para aktor dan aktris di film berbahasa Inggris yang saya

tonton.


24. Saya banyak belajar tentang bahasa Inggris dengan menonton film berbahasa Inggris.


25. Saya mendapatkan kosakata baru saat menonton film berbahasa Inggris.


26. Saya dapat menemukan berbagai slang language (Bahasa gaul) di film berbahasa Inggris yang saya tonton.


27. Saya dapat mengerti emosi para aktor dan aktris saat melihat ekspresi mereka di layar film.


28. Dari film berbahasa Inggris yang saya tonton, saya dapat menggunakan bahasa formal atau tidak formal sesuai

dengan siapa saya berbicara.


Terima kasih

52

APPENDIX 2

The Questionnaire Score from Pilot Test

No.

Respondents

Item

1

Item

2

Item

3

Item

4

Item

5

Item

6

Item

7

Student 1 3 4 2 4 1 3 2

Student 2 3 3 1 2 4 1 3

Student 3 3 2 2 5 1 2 3

Student 4 2 2 1 4 5 3 1

Student 5 4 4 2 4 3 3 3

Student 6 5 3 1 5 2 1 1

Student 7 4 3 2 4 3 2 3

Student 8 5 5 5 5 2 3 5

Student 9 4 4 2 4 3 2 3

Student 10 4 4 3 4 3 4 4

Student 11 4 3 2 4 3 3 2

Student 12 4 4 2 3 1 1 3

Student 13 3 3 2 4 2 1 4

Student 14 3 3 2 4 1 3 3

Student 15 5 5 3 4 2 2 5

Student 16 3 3 3 4 1 2 3

Student 17 4 4 3 4 2 4 3

Student 18 3 2 1 4 5 3 2

Student 19 3 1 1 2 4 5 3

Student 20 3 2 1 2 3 5 2

Student 21 4 4 4 4 4 4 2

Student 22 5 5 3 5 3 1 3

Student 23 2 2 2 3 1 4 2

Student 24 2 2 1 2 2 3 2

Student 25 3 3 1 4 2 2 5

Student 26 4 3 3 5 3 3 4

Student 27 3 3 1 4 2 3 3

Student 28 4 4 2 4 4 1 3

Student 29 4 4 5 5 2 4 4

53

Student 30 3 2 2 4 3 2 4

Item

8

Item

9

Item

10

Item

11

Item

12

Item

13

Item

14

Item

15

Item

16

3 3 5 4 3 4 3 5 4

4 2 5 5 5 5 5 5 5

4 1 5 3 3 3 4 5 4

3 2 5 4 3 4 3 4 3

3 2 5 3 4 4 4 4 3

4 2 5 4 3 3 4 5 5

3 3 4 3 3 3 3 3 3

4 4 5 5 5 5 5 5 5

4 3 4 4 4 4 3 4 4

2 4 5 4 4 4 3 4 4

2 1 4 5 4 4 3 4 3

4 2 5 5 3 4 5 4 4

4 2 4 3 5 4 3 4 4

4 2 5 3 5 3 3 4 3

4 3 5 5 5 5 3 4 5

3 3 3 4 3 3 5 3 5

3 2 4 4 3 3 3 3 3

3 2 5 4 5 5 4 3 2

4 5 5 4 5 3 2 4 3

4 3 4 2 4 1 2 2 2

3 2 5 3 3 2 3 4 3

4 3 5 5 4 5 5 4 3

4 5 3 5 4 5 1 3 2

4 2 3 5 3 4 4 4 3

2 2 5 4 4 4 4 4 4

2 2 5 4 3 4 3 4 3

4 3 3 3 4 4 4 4 5

54

4 3 5 5 5 5 4 4 4

3 4 5 5 4 4 2 4 3

4 4 5 4 3 4 3 4 3

Item

17

Item

18

Item

19

Item

20

Item

21

Item

22

Item

23

Item

24

Item

25

Item

26

3 3 4 2 2 2 2 5 4 2

5 5 1 5 5 3 4 5 4 3

5 5 5 2 2 5 2 5 4 3

4 4 2 5 3 5 5 5 3 4

4 4 3 3 3 3 3 4 3 3

4 4 2 4 2 4 3 4 4 3

4 4 2 4 3 3 3 4 4 4

5 5 4 5 4 5 4 4 4 5

4 4 2 4 3 3 3 4 3 4

4 4 4 4 3 4 4 4 4 4

4 4 3 4 3 3 4 5 3 3

4 4 3 3 3 3 3 4 2 3

5 4 1 4 5 3 3 3 2 4

4 3 2 2 2 3 3 5 3 4

5 5 3 3 3 3 3 5 5 4

3 3 4 4 2 4 3 3 3 4

3 3 4 4 3 4 3 4 3 3

5 5 3 4 3 3 3 4 4 4

2 2 2 4 2 2 2 3 4 3

3 3 5 1 2 2 2 4 4 4

3 4 3 3 4 3 4 4 2 4

4 4 3 4 3 5 3 5 3 4

4 4 2 4 2 4 2 5 1 2

4 4 4 2 2 3 3 4 2 3

4 4 3 4 4 3 4 4 4 4

4 4 4 3 2 3 2 4 3 3

55

5 4 1 3 2 4 3 4 3 3

4 4 3 4 3 3 3 4 3 4

4 4 3 4 4 4 3 4 3 3

4 4 3 4 4 4 4 4 5 4

Item

27

Item

28

Item

29

Item

30

Item

31

Item

32

Item

33

Item

34

Item

35 Total skor

5 2 4 5 5 4 2 4 2 115

5 5 4 5 3 5 5 5 5 140

4 5 5 5 5 5 5 5 4 131

5 5 4 3 3 5 3 4 4 125

4 4 3 4 2 4 4 4 3 120

4 5 3 5 5 5 5 5 3 127

4 4 4 4 4 4 4 3 3 118

5 5 5 5 4 5 5 5 5 162

4 4 4 4 4 4 4 4 4 126

4 5 4 3 4 4 4 4 4 135

4 4 3 4 3 4 5 5 3 122

4 4 3 4 3 4 4 4 4 120

4 4 3 4 4 4 4 5 4 122

5 4 4 3 4 3 4 5 3 117

4 4 5 5 4 5 5 5 5 146

3 2 3 4 3 4 4 3 4 114

4 3 3 3 3 4 4 4 3 117

1 3 4 4 3 3 4 4 4 121

4 4 3 4 4 4 2 4 2 111

4 5 4 2 5 3 3 5 2 105

4 3 3 4 3 4 4 4 4 121

4 4 4 5 4 5 5 5 4 141

5 3 3 4 4 4 4 5 2 112

2 2 3 3 4 4 4 3 4 106

56

4 4 3 4 4 4 4 4 4 126

4 4 3 3 4 3 3 4 2 117

5 3 4 4 4 3 5 5 3 121

4 5 4 4 4 4 4 4 4 133

4 4 4 4 4 4 5 4 4 135

4 5 4 4 5 4 4 4 4 132

57

APPENDIX 3

The calculation of validity using SPSS:

Item with * or ** are valid.

No. Items Correlation Score

1. Pearson Correlation .587**


N 30


Sig. (2-tailed)

.000

N 30



N 30


Sig. (2-tailed)

.006

N 30

5. Pearson Correlation .089


N 30

6. Pearson Correlation -.383*

Sig. (2-tailed)

.037

N 30



N 30


Sig. (2-tailed)

.512

N 30



N 30


Sig. (2-tailed)

.005

N 30

11. Pearson Correlation .439*


N 30



N 30

58



N 30



N 30



N 30



N 30



N 30



N 30

19. Pearson Correlation -.039


N 30



N 30



N 30



N 30



N 30



N 30



N 30


59


N 30



N 30



N 30



N 30



N 30



N 30



N 30



N 30



N 30



N 30

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

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

60

APPENDIX 4

DISTRIBUSI NILAI SIGNIFIKANSI 5% dan 1%

N

The Level of

Significance N

The Level of

Significance

5% 1% 5% 1%

3 0,997 0,999 38 0,320 0,413

4 0,950 0,990 39 0,316 0,408

5 0,878 0,959 40 0,312 0,403

6 0,811 0,917 41 0,308 0,398

7 0,754 0,874 42 0,304 0,393

8 0,707 0,834 43 0,301 0,389

9 0,666 0,798 44 0,297 0,384

10 0,632 0,765 45 0,294 0,380

11 0,602 0,735 46 0,291 0,376

12 0,576 0,708 47 0,288 0,372

13 0,553 0,684 48 0,284 0,368

14 0,532 0,661 49 0,281 0,364

15 0,514 0,641 50 0,279 0,361

16 0,497 0,623 55 0,266 0,345

17 0,482 0,606 60 0,254 0,330

18 0,468 0,590 65 0,244 0,317

19 0,456 0,575 70 0,235 0,306

20 0,444 0,561 75 0,227 0,296

21 0,433 0,549 80 0,220 0,286

22 0,432 0,537 85 0,213 0,278

23 0,413 0,526 90 0,207 0,267

24 0,404 0,515 95 0,202 0,263

25 0,396 0,505 100 0,195 0,256

26 0,388 0,496 125 0,176 0,230

27 0,381 0,487 150 0,159 0,210

28 0,374 0,478 175 0,148 0,194

29 0,367 0,470 200 0,138 0,181

30 0,361 0,463 300 0,113 0,148

31 0,355 0,456 400 0,098 0,128

32 0,349 0,449 500 0,088 0,115

33 0,344 0,442 600 0,080 0,105

34 0,339 0,436 700 0,074 0,097

35 0,334 0,430 800 0,070 0,091

36 0,329 0,424 900 0,065 0,086

37 0,325 0,418 1000 0,062 0,081

61

APPENDIX 5

T Tabel

Fungsi Distribusi pada Distribusi Probabilitas t-Student

dk 0,6 0,7 0,8 0,9 0,95 0,975 0,99 0,995 0,999 dk

1 0,320 0,727 1,376 3,078 6,314 12,706 31,821 63,657 318,309 1

2 0,289 0,617 1,961 1,886 2,920 4,303 6,965 9,925 22,327 2

3 0,277 0,584 0,978 1,638 2,353 3,182 4,541 5,841 10,215 3

4 0,271 0,569 0,941 1,533 2,132 2,776 3,747 4,604 7,173 4

5 0,267 0,559 0,920 1,476 2,015 2,571 3,365 4,032 5,893 5

6 0,265 0,553 0,906 1,440 1,943 2,447 3,143 3,707 5,208 6

7 0,263 0,549 0,896 1,415 1,895 2,365 2,998 3,499 4,785 7

8 0,262 0,546 0,889 1,397 1,860 2,306 2,896 3.355 4,501 8

9 0,261 0,543 0,883 1,383 1,833 2,262 2,821 3,250 4,297 9

10 0,260 0,542 0,879 1,372 1,812 2,228 2,764 3,169 4,144 10

11 0,260 0,540 0,876 1,363 1,796 2,201 2,718 3,106 4,025 11

12 0,259 0,539 0,873 1,356 1,782 2,179 2,681 3,055 3,930 12

13 0,259 0,538 0,870 1,350 1,771 2,160 2,650 3,012 3,852 13

14 0,258 0,537 0,868 1,345 1,761 2,145 2,624 2,977 3,787 14

15 0,258 0,536 0,866 1,341 1,753 2,131 2,602 2,947 3,733 15

16 0,258 0,535 0,865 1,337 1,746 2,120 2,583 2,921 3,686 16

17 0,257 0,534 0,863 1,333 1,740 2,110 2,567 2,898 3,646 17

18 0,257 0,534 0,862 1,330 1,734 2,101 2,552 2,878 3,610 18

19 0,257 0,533 0,861 1,328 1,729 2,093 2,539 2,861 3,579 19

20 0,257 0,533 0,860 1,325 1,725 2,086 2,528 2,845 3,552 20

21 0,257 0,532 0,859 1,323 1,721 2,080 2,518 2,831 3,527 21

22 0,256 0,532 0,858 1,321 1,717 2,074 2,508 2,819 3,505 22

23 0,256 0,532 0,858 1,319 1,714 2,069 2,500 2,807 3,485 23

24 0,256 0,531 0,857 1,318 1,711 2,064 2,492 2,797 3,467 24

25 0,256 0,531 0,856 1,316 1,708 2,060 2,485 2,787 3,450 25

26 0,256 0,531 0,856 1,315 1,706 2,056 2,479 2,779 3,435 26

27 0,256 0,531 0,855 1,314 1,703 2,052 2,473 2,771 3,421 27

28 0,256 0,530 0,855 1,313 1,701 2,048 2,467 2,763 3,408 28

29 0,256 0,530 0,854 1,311 1,699 2,045 2,462 2,756 3,396 29

30 0,256 0,530 0,854 1,310 1,697 2,042 2,457 2,750 3,385 30

31 0,256 0,530 0,853 1,309 1,696 2,040 2,453 2,744 3,375 31

32 0,255 0,530 0,853 1,309 1,694 2,037 2,449 2,738 3,365 32

33 0,255 0,530 0,853 1,308 1,692 2,035 2,445 2,733 3,356 33

34 0,255 0,529 0,852 1,307 1,691 2,032 2,441 2,728 3,348 34

35 0,255 0,529 0,852 1,306 1,690 2,030 2,438 2,724 3,340 35

36 0,255 0,529 0,852 1,306 1,688 2,028 2,434 2,719 3,333 36

37 0,255 0,529 0,851 1,305 1,687 2,026 2,431 2,715 3,326 37

62

38 0,255 0,529 0,851 1,304 1,686 2,024 2,429 2,712 3,319 38

39 0,255 0,529 0,851 1,304 1,685 2,023 2,426 2,708 3,313 39

40 0,255 0,529 0,851 1,303 1,684 2,021 2,423 2,704 3,307 40

41 0,255 0,529 0,850 1,303 1,683 2,020 2,421 2,701 3,301 41

42 0,255 0,528 0,850 1,302 1,682 2,018 2,418 2,698 3,296 42

43 0,255 0,528 0,850 1,302 1,681 2,017 2,416 2,695 3,291 43

44 0,255 0,528 0,850 1,301 1,680 2,015 2,414 2,692 3,286 44

45 0,255 0,528 0,850 1,301 1,679 2,014 2,412 2,690 3,281 45

the relationship study between students’ watching …

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