k
Thriller, aims to thrill the audience or keep them ‗on the edge of their seats‘
by creating suspense and anxiety. It usually involves mystery and characters that are in possible danger like homicide or terrorism. Notable examples of
this genre are the movies by Alfred Hitchcock like Read Window 1954 and Vertigo 1958.
l
War, takes place in the middle of a war conflict. The characters can be
soldiers, or people affected by the war. Some examples are Saving Private Ryan 1992 and Pearl Harbor 2001.
3. The Definition of Movie-watching Activity
After the general characteristics of movies have been reviewed, it is necessary to define
―movie-watching activity‖ as the variable x of this research. According to Oxford Advanced Learner‘s Dictionary, watch is a verb that means ―to look at
somebodysomething for a time, paying attention to what happens‖.
44
Meanwhile, activity
is a noun that can mean ―a thing that you do for interest or pleasure‖.
45
In this study, movie-watching activity is the activity of looking and paying attention to a movie. The watching activity here can be done by using any possible
media, and with or without the aid of subtitle. The movie here refers to all genres of motion pictures that use English language in their narrative. However, the
movies that have been dubbed to languages other than English are not included in the scope of this study.
D. Previous Related Studies
The first related study was conducted by Yusvita. She sought to find the relationship between the listening skill and the watching habits of 40 second grade
students of 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
44
Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press, 2010, 8
th
edition, p. 1738.
45
Ibid., p. 15.
from questionnaire with their listening scores by using Pearson Product Moment statistical procedure. The findings of her research showed a moderate correlation
between the watching habit of students at MTs Hidayatut Thalibin and their listening skill with index correlation value 0,46. However, her research also
showed weakness, mainly in the questionnaire. Rather than asking how the students watched the movies, most of the questions asked how the students
perceived the use of movies as a learning material. Furthermore, the response only involved three scalesoptions.
46
The next related study which was conducted by Rahman focused on how the amount of time that students spent in watching English movies relates to their
vocabulary mastery. The sample in this research was 64 second graders at MAN 1 Semarang. Rahman used a questionnaire to measure the students watching
frequency and a test to measure their vocabulary mastery. He found a correlation with index value of 0.584. It was a positive correlation which means the more
students watch movies, the more they improve their vocabulary mastery.
47
The last related study which was conducted by Mutmainah sought to find the relationship between students‘ habit of listening to English songs with their
listening skills. The sample in this research was 80 second graders at SMPN 2 Kota Tangerang Selatan. She used questionnaire to measure the students‘ listening
habit and a test to measure their listening score. After calculating the data with Pearson Product Moment statistical procedure, she found a relationship between
two variables with correlation index of 0,541, which means a moderate correlation.
48
46
Riri Yusvita, ―The Relationship between Students‘ Habit of Watching Movie and Their Listening Skill‖, An Undergraduate Thesis at State Islamic University of Jakarta, Jakarta, 2010,
unpublished.
47
Arif Rahman, ―Correlation between Frequency of Watching English Movies and Vocabulary Mastery of Second Grade Students of MAN 1 Semarang in the Academic Year of
20112012‖, An Undergraduate Thesis at IAIN Walisongo, Semarang, 2012, Unpublished.
48
Muthia Mutmainah, ―The Relationship between Students‘ Habit in Listening English Songs and Their Listening Ability‖, An Undergraduate Thesis at State Islamic University of
Jakarta, Jakarta, 2014, unpublished.
E. 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. 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.
F. The Research Hypotheses
Two research hypotheses were established as a possible answer to research question. The first one is H
1
or alternative hypothesis, and the second one is H or
null hypothesis: H
1
= There is a positive relationship between students‘ movie-
watching activity and their listening skill H
= There is no relationship between students‘ movie-watching
activity and their listening skill
34
CHAPTER III RESEARCH METHODOLOGY
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. The
University is located on Jalan Ir. H. Juanda No. 95, South Tangerang, Banten province, Indonesia. The data collection process started from 5 to 28 October
2015.
B. Method and Design of the Study
The method used in this research was quantitative method. This method 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 x and their listening skill y.
C. Population and Sample of the Study
The population of the research was all of the fifth semester students at the Department of English Education in the study year of 20152016. There are three
classes A, B, and C with the total of 67 students. In deciding the sample, mixed methods in two phases were used. 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.
2
In the first phase, the students were asked if they were available to participate in this study, to which 53 students responded affirmatively. These 53
1
James H. McMillan and Sally Schumacher, Research in Education, Boston: Pearson Education, Inc., 2006, 6
th
edition, pp. 23 – 25.
2
Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education, New York: McGraw Hill, 2009, 7
th
edition, pp. 93 – 99.
