Watching Movie Time and English Speaking Score: Are They Correlated?

Nurfitri Habibi
(1502959)
Class B
nurfitrihabibi@gmail.com
Universitas Pendidikan Indonesia
ABSTRACT
It is assumed that the more time someone spends for watching English movie, the better that
his/hers speaking achievement will be. However, there is only a few study concerning on this
issue. Most of the studies focus on the effectiveness of watching movie in improving
speaking ability. Therefore, this study aims at investigating the relationship between the
amount of watching English movie time and students speaking achievement. A sample of 35
students was selected through random sampling technique. Their amount of watching English
movie time is collected through questionnaire and their speaking score was collected from the
school data set. After all of the necessary data are collected, they are calculated and analyzed
by using a Pearson product moment. It is found that the hours spend for watching movie do
not affect students speaking score with robs =.23 < rcrit = .349 at = .05 two-tailed. Based on
the finding, further study on different perspectives with more critical analysis and more
aspect is recommended.
INTRODUCTION
Speaking, which is known as a productive language skill (Harmer, 2007), is considered as a
complicated skill, which involves not only production, but comprehension as well (Lasito,
2015; Karim & Haq, 2014). However, it is important for students to develop their speaking
ability, especially in English since it is required for the sake of international communication
(Jannah & Puspitasari, 2015; Boonkit, 2010). Brown (2007, in Jannah & Puspitasari, 2015)
argues that English is a means to access international community or knowledge widely such
as communication in transportation, commerce, banking, tourism, technology, diplomacy, and
scientific research. Osborn, Osborn, & Osborn (2008) further supports that effective speaking
skill leads to the success in many areas of life, such as job interview, job training, academic
purpose, business purpose, and others.
In improving students English speaking ability, there are many techniques that can be
applied such as, CALL or Computer Assisted Language Learning (Morales, 2014), small
talks and interactive activities (Shumin, 2002; in Richards & Renandya, 2002 pp.204), selfdirected discussion (Richards, 2002), and Movie (Kalean, 2013; Rokni & Ataee, 2014;
Elizabeth & Sumarsih, 2013; Longo, 2013). All of those techniques are considered effective
in increasing students speaking ability, considering the efficiency of its application, Lynch

(2006) states, movie seems to be the best way to help students improving their speaking
ability.
Since watching movie is considered as one of significant techniques in improving English
speaking ability, many research have been conducted relating to it, such as Kalean (2013)
focusing on the extent to which the use of movie can improve English speaking ability of
junior high school students in Indonesia, Rokni & Ataee (2014) showing that watching movie
with subtitle can improve students speaking ability, Elizabeth & Sumarsih (2013)
investigating the use of short movie in improving students speaking achievement, and Longo
(2013) focusing on the use of movie trailers to improve primary school students speaking
ability with a role play approach.
All of the aforementioned works have been dedicated to reveal the use of the instructional
media in the classroom, which is movie in improving students speaking ability. However, the
study investigating the relationship between the amount of watching English movie and
English speaking ability seems very few; thus, the present study aims at investigate whether
the amount of watching English movie can improve students speaking ability by answering
the following question:
Does the amount of watching English movie affect students English speaking score?
In regards to the research question, the null and the alternative hypothesis are proposed as
follow:
Ho : There is no relationship between the amount of watching English Movie and students
speaking score.
Ha : There is a significant relationship between the amount of watching English Movie and
students speaking score.
By investigating the relationship among them, the amount of watching English Movie and
students speaking achievements, this study will give benefits for both teachers and students,
as the reference for them to implement it in their education-related activity.
LITERATURE REVIEW
Achieving a good speaking in English is not an easy accomplishment for EFL students. Many
factors should be considered, including listening skills, socio-cultural factors, affective

factors, and other linguistic and sociolinguistic competence such as grammatical, discourse,
sociolinguistic, and strategic competence, in order to build EFL students fluency when
speaking (Boonkit, 2010). By giving attention to and comprehending those elements, EFL
students can communicate well in every context of situations.
In order to comprehend those elements, teachers should provide an effective media. One of
the effective media, which is presumably efficient to accommodate students need in
improving students speaking skill, is movie. Watching movie does not only trigger and keep
students interest (Rokni & Ataee, 2014), but it also helps students to be able to listen to the
conversations used in the very natural ways, to hear how native speakers speakhow they
pronounce a word or words linked together, to hear many new vocabularies especially idiom
or colloquial expressions, and to understand how to use all the knowledge students have
learnt in everyday situations (Kalean, 2013). Kalean (2013) further states using movie is a
good method in improving students speaking ability since it teaches students to speak well
by imitating the expression produced by characters. In addition, there also many things that
can be learnt by students such as culture, variety of accent, and historical changes (Lynch,
2006).
All of the study focusing on the use of movie and students speaking ability improvement
seem postivie. It means they claim that there is a postive effect between the use of movie and
students speaking abilty (Elizabeth & Sumarsih, 2013; Kalean, 2013; Longo, 2013; Rokni &
Ataee, 2014).
Kalean (2013) reveals that the students speaking achievements are significantly increase
since the teachers use movie as a media for teaching speaking. It can be concluded that movie
helps students in improving their speaking ability successfully. The improvements made is in
terms of vocabulary, fluency, pronunciation, and understanding the context.
Elizabeth & Sumarsihs (2013) study also shows similar results, which is, students speaking
ability can be improved by utilising short movie as media in teaching. It can be seen that
there is a significant improvement on students speaking score in every test conducted in each
cycle of action research. The study also reveals that the students are more interested and more
enjoyable in learning speaking when short movie is used in the instructional process.
Longo (2013) finds out that the use of trailers movie does work in the improvement of young
learners oral performance. He states that children pronounce some vocabularies that cannot

be found in the textbook after watching some trailers movie, with or without subtitles. They
seem more confident when speak in English and not afraid in making mistakes after the
treatment. Due to the enjoyment atmosphere in learning, their oral ability increase as well.
Rokni & Ataee (2014), insvetigatigate the similar topic as previous works, yet use little
modification in terms of area being investigated. In the study, they are really aware that
movie can improve students speaking ability; however, they want to know further whether
using subtitle can be more effective or not in improving students speaking perfomance. The
finding shows that the students speaking achievement of the group given movie with subtile
is better than those who watch movie without subtitle.
Concerning on the use of movie in improving speaking ability issues, the present study
attempts to make a modification, which is, it would rather focus on the relationship between
the amount of watching movie and students speaking achievement instead of the
implementation of movie as media in the classroom.
METHOD
Since this study intends to reveal the relationship between the two variables, which are the
amount of watching English movie and speaking achievements, an explanatory correlational
design (Fraenkel, Wallen, & Hyun, 2012; Creswell, 2012) is employed in the study. The 35
students of junior high school were chosen randomly to be involved in the study as
participant. This numbers were decided since the distribution of this numbers of that random
sample is close enough to a normal distribution (Hatch & Farhady, 1982, p. 64). The data of
the amount of watching English movie were collected by using questionnaire, while the data
of students speaking score were drawn from school data. After all of the date needed are
collected, the data are analyzed by using a Pearson product moment correlation, in which
after the value of r observed is founded, it is compared to the value of r critical. The formula
is as follow:

Where :
r

= Pearson product-moment correlation coefficient

= a variable X

= a variable Y

= the number of subjects

(Hatch & Farhady: 1982, p.198; Alma, 2012)

In order to compare the value of r observed with the value of r critical, the degree of freedom
have to be calculated and the level of the significance (it is assumed that the level of
significance is .05 for two-tailed test) should be decided. The degree of freedom is calculated
by using the following formula:
df= N-2,
Where, N is the total number of subjects
(Hatch & Farhady: 1982, p.198; Alma, 2012)

FINDINGS AND DISCUSSION

To answer the research question, which is Does the amount of watching English movie
affect students English Speaking Score? the collected data are calculated and analyzed
carefully. Those data are presented in the following table:

Students
1
2
3
4
5
6
7
8
9
10
11
12
13

Hours of Watching
English Movie per
week (X)
4
12
10
12
12
14
14
4
14
14
6
14
4

Speaking
Score (Y)
80
88
80
75
82
90
88
94
85
75
74
77
80

XY

X2

Y2

320
1056
800
900
984
1260
1232
376
1190
1050
444
1078
320

16
144
100
144
144
196
196
16
196
196
36
196
16

6400
7744
6400
5625
6724
8100
7744
8836
7225
5625
5476
5929
6400

14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35

6
4
14
6
14
2
4
10
4
14
2
10
8
4
14
6
2
10
10
4
4
14
X
300

76
71
88
94
88
86
73
84
77
93
73
91
80
90
82
88
82
89
76
92
77
89

456
284
1232
564
1232
172
292
840
308
1302
146
910
640
360
1148
528
164
890
760
368
308
1246
XY
Y
2907
25160
Table 1. Collected Data

36
16
196
36
196
4
16
100
16
196
4
100
64
16
196
36
4
100
100
16
16
196
X2
3256

5776
5041
7744
8836
7744
7396
5329
7056
5929
8649
5329
8281
6400
8100
6724
7744
6724
7921
5776
8464
5929
7921
Y2
243041

Those data, then, are analyzed by using a Pearson product moment to examine the
relationship between the amount of watching English movie and students speaking
achievement. The result of the computation is as follows:
X

2
n. Y

n. X 2 .

n ( XY )( X ) ( Y )
r=

300 2
2907 2
35. 243041

35.3256 .

35 ( 25160 )( 300 )( 2907 )

r=

r=

880600872100
{ 11396090000 } . {85064358450649 }
r=

8500
{23960 }. { 55786 }

r=

8500
1336632560

r = 0.232
Table 2. The value of r observed
Based on Table 2, it can be seen that the value of r observed is .23. However, based on the
table of critical value, in which df =33 at = .05 two-tailed, the value of rcrit is .304.
Therefore, it can be concluded that robs < rcrit,, which is, .232 < .349. This calculation means
there is no relationship between the hours of watching movie per week and students speaking
achievements; thus, the H0 is accepted, while Ha is rejected.
This finding seems contradict the pervious study conducted by Elizabeth & Sumarsih (2013);
Kalean (2013); Longo (2013); Rokni & Ataee, (2014). Those studies find that watching
movie is effective for improving students speaking ablity, yet the presents study shows that
the amount of watching english movie does not affect students speaking score. It seems that
the assumption of the more time students spend for watching English movie, the higher the
speaking score they will get, is not necessarily true.
CONCLUSION AND SUGGESTION
This study is designed to investigate the relationship between the amount of watching movie
and the students speaking achievement. Is conducted due to the assumption of speaking and
watching movie, in which speaking is considered as the most complicated skill, so it needs an
effective instructional media for the teaching of it. In addition, it is assumed that watching
movie is good for improving students speaking ability, in which the more time the students

spend for watching English movie, the better their speaking skill will be. As it is found that
robs =.23, and rcrit = .349 at = .05 two-tailed, it can be concluded that the hours spend for
watching English movie do not affect students speaking achievements.
Furthermore, apart from its clarity, the study has some limitations. Therefore, a more
extensive and intensive study should be conducted in order to investigate other factors that
might influence students speaking ability by including more critical analysis and more aspect
to be investigated.
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