The correlation between English education students' habit in watching English movies and their speaking skill

Isfahani, Khurul (2026) The correlation between English education students' habit in watching English movies and their speaking skill. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

Preview	Text (COVER) 1_COVER.pdf Download (126kB) | Preview
Preview	Text (ABSTARCT) 2_ABSTRACT.pdf Download (164kB) | Preview
Preview	Text (SKBEBASPLAGIARSM) 3_SKBEBASPLAGIARISM.pdf Download (242kB) | Preview
Preview	Text (DAFTAR ISI) 4_DAFTAR ISI.pdf Download (202kB) | Preview
Preview	Text (BAB I) 5_BAB 1.pdf Download (281kB) | Preview
	Text (BAB II) 6_BAB 2.pdf Restricted to Registered users only Download (279kB) | Request a copy
	Text (BAB III) 7_BAB 3.pdf Restricted to Registered users only Download (418kB) | Request a copy
	Text (BAB IV) 8_BAB 4.pdf Restricted to Registered users only Download (437kB) | Request a copy
	Text (BAB V) 9_BAB 5.pdf Restricted to Registered users only Download (220kB) | Request a copy
	Text (DAFTAR PUSTAKA) 10_DAFTAR PUSTAKA.pdf Restricted to Registered users only Download (210kB) | Request a copy
	Text (LAMPIRAN) 11_LAMPIRAN.pdf Restricted to Repository staff only Download (1MB) | Request a copy

Abstract

The development of speaking skills in English as a Foreign Language (EFL) contexts remains a challenge for many students. Watching English movies is often assumed to help improve speaking skills because it exposes learners to authentic language use. However, the effectiveness of this habit in developing speaking skills is still debated. Therefore, this study aims to investigate the correlation between students’ habit of watching English movies and their speaking skills. Theoretically, watching English movies provides learners with language input that may support language acquisition. Krashen’s Input Hypothesis emphasizes the importance of comprehensible input, while Swain’s Output Hypothesis and DeKeyser’s Skill Acquisition Theory suggest that speaking skills require active language use and consistent practice. This indicates that exposure alone may not be sufficient to improve speaking performance. This study employed a quantitative approach using a correlational research design. The participants were students of the English Education Department. Data were collected through a questionnaire to measure students’ habit of watching English movies and a speaking test in the form of audio recordings. The recordings were assessed using a speaking rubric covering pronunciation, fluency, grammar, vocabulary, and comprehension. The results of normality and linearity tests showed that the data were normally distributed and linear. Pearson Product Moment correlation analysis revealed that the significance value (Sig. 2-tailed) was 0.759, which is higher than 0.05. This result indicates that there is no significant correlation between students’ habit of watching English movies and their speaking skills. In conclusion, watching English movies does not automatically lead to better speaking performance. Therefore, it is suggested that movie-watching activities be combined with active and structured speaking practices to support the development of students’ speaking skills.

Actions (login required)

View Item