Note: = degrees of freedom
N = number of cases respondents
nr = number of variables
After looking at the table see Appendix 8, the of a one-tailed test in the
level of significance of 5 and of 28 was found to be 0.306. The index value of
is far bigger than the index value of 0.177 which means that the null
hypothesis is accepted. In conclusion, there is no relationship between students’
movie-watching activity and their listening skill .
Figure 4.7 The Scatterplot of the Correlation
C. The Discussion of the Findings
Even though the reviewed literature has shown that movies could be beneficial for language acquisition and the building of language competence and
skills, the findings of the research show the index value of correlation coefficient of 0.177 which is very close to zero. According to Sudiyono, the index
correlation value between 0.00 – 0.20 shows very lowweak correlation, so this
correlation is usually ignored.
2
The comparison between and the index value
of Product Moment table also shows that
, which means the null hypothesis is accepted.
The scatterplot of the correlation shows a positive relationship; with the regression line tends to the right side. However, the dots are evidently far from the
line, which makes the relationship weak. Figure 4.7 To explain this phenomenon, the internal threats to the validity of the
questionnaire scores were explored. Even though many respondents’ total scores
are relatively high, their scores per item show threats to the validity of the total score. Several findings were found:
1 From the items number 8, 9, 10, 11, and 12, which ask about the kind of input
that the respondents usually received by watching movies see Appendix 4, the average scores are relatively high 3.8, 4.5, 3.9, 3.7, and 3.6see
Appendix 5. This means that the inputs are rather comprehensible. However, from item number 2, which asks about the number of movies that the
respondents watch per month, the average score is 2.7. This shows that the amount of exposure that the respondents receive is actually low, which
lessens the probability of an input being present. 2
The kinds of movies that best provide input and build listening skill are the ones with no subtitles.
3
However, from the item number 4, which asks
whether the respondents use no subtitles see Appendix 4, the average score
is 3. It means that the respondents still have quite a high tendency to watch
2
Anas Sudiyono, Pengantar Statistik Pendidikan, Jakarta: PT RajaGrafindo Persada, 2005, p. 193.
3
Penny Ur, Teaching Listening Comprehension, Cambridge: Cambridge University Press, 1984, p. 66.
