USING ENGLISH MOVIES TO IMPROVE STUDENTS’ LISTENING SKILLS

Language learning nowadays depends on the advancement of facilities and technology. Using appropriate learning media is essential to engage students in the learning process. Therefore, using English movies to improve students’ listening is not new. Previous studies about listening and using movies discussed the related impact of both topics. However, there has not been a study that focused on students’ listening difficulties, students’ experience of watching English movies, and the impacts of using English movies on students’ listening skills. This article analyzes those main topics to find the implications of using English movies for language learning improvement. This study utilizes qualitative methods with coding thematic analysis techniques to explain the interview results. The main result of the study is that students find problems during listening activities, but they can overcome those problems with several strategies. Moreover, using English movies for language learning is effective, especially for improving listening. Finally, this study was conducted to give insights about the positive impacts of using English movies for listening activities.


INTRODUCTION
stated that listening skills are basic skills that must be learned by EFL students or students who learn English in their school.Since English is not the first language of Indonesian students, it is challenging to engage and learn fast to master the skills.
Several Indonesian students have a habit of watching movies to broaden their knowledge about vocabulary, grammar, pronunciation, spelling, etc.Using English movies as a teaching medium may expose students to the authentic use of language in a natural context.An English movie contains originality and aesthetics of linguistics, culture, and trends.
However, Saraswaty (2018) mentioned that students encounter problems in learning listening skills.On listening skills, students often lack in inferring the message from verbal information.Listening problems could happen because students only seize half of the information they get.Despite that, a lack of vocabulary and unfamiliarity with the native speaker's accent causes a failure to analyze the whole information.
Listening is one of the most important basic skills students must master since it is often used in classroom activities (Prakoso et al., 2021).Moreover, listening activities must be done frequently to improve learning significantly.Therefore, students not only focus on the visuals of the listening content but also learn the linguistics structure consciously (Portillo & Bernal-Ballen, 2022).Meanwhile, using movies as a teaching medium can construct excitement in the learning process.Movies as authentic materials in language learning provide novelty values and uniqueness.It is also close to the real-life context and uses familiar language (Poonam & Yadav, 2022).
Meanwhile, Hermansyah and Hasan (2020) stated that watching a movie is a fun and insightful activity-especially for teaching media in the classroom.In the previous study, an English movie was easily applied to listening classes.While watching a movie, students can listen to the characters' speech to focus more on listening activities.Listening activities are also known as one of the receptive skills that are important to learn.Therefore, watching an English movie is not mere entertainment but also a way to learn English naturally.
English teaching-learning in English as a Foreign Language (EFL) classroom adapts to the advancement of learning media.There is a core competence of skills-the expectation is that students master the ability to communicate with peers and teachers as an outcome of language learning.Furthermore, the use of English movies is not a new thing in English teachinglearning activity.Movies are authentic materials that are useful for improving students' language skills.Therefore, the English teacher must use an appropriate movie to watch the students (Wardhany, 2022).Furthermore, teachers use movies as a learning and teaching tool in EFL classrooms to enhance students' English skills.Teachers can develop pedagogical skills and techniques using an English movie to help students achieve their goals in language learning, especially in listening skills.Therefore, teaching English in an EFL classroom using movies requires teachers to observe students' understanding and ability to seize the information from it (Sun, 2019;Wulanjani & Indriani, 2021).Besides, it must be a fun activity, and using movies as a listening activity can prevent students from getting bored during class (Hermansyah & Hasan, 2020).
The writer uses English movies to analyze students' experience with listening skills.As aforementioned, English movies are an authentic media that can help students to be more vulnerable in learning English naturally.Linguistic aspects inside the movie expose students to use English in a daily context.Previously, several researchers have discussed the benefit of watching movies for educational purposes.
It has been done to find a significant improvement in students' listening skills using a movie.Besides that, providing authentic material for listening activities is challenging.This research highlights that using English movies is appropriate and enjoyable for listening activities, despite using ordinary learning audio that causes boredom in the learning process.
Compared to previous studies, this research analyses the students' difficulties with listening activities, students' experience in using an English movie for language learning, and the impacts of using an English movie on students' listening skill improvement based on high achievers, medium achievers, and low achievers.
This research aims to find out (i) students' difficulties and strategies in listening skills, (ii) students' experience of using English movies for language learning, and (iii) the impacts of using an English movie for language learning.From the results, the writer expected dissimilarity in using English movies as a learning medium with previous studies that also focused on listening skills.The results of this research aim to figure out the implication of using English movies on the students' listening skills.This is very important because, from the listening activity, students can get information and enlightenment on language usage in a reallife context.

REVIEW OF LITERATURE
This section explains the students' difficulties with listening skills, the use of movies as a learning medium in language learning, and the impacts of using movies on students' listening skills.It contained statements from several previous studies related to the topic.The Difficulties Encountered by Students on Listening Activities Gilakjani and Sabouri (2016) mentioned the significance of listening as a crucial skill in English language learning.Students often only prioritize writing, reading, and vocabulary, neglecting oral materials.However, listening is challenging and requires continuous improvement.Solutions include using authentic materials, diverse listening activities, introducing native accents, offering background and linguistic knowledge, and training students to pronounce words effectively.Listening serves entertainment, academics, and information purposes, aiding students in acquiring new perspectives and improving communication skills.Students should acknowledge their listening challenges, including unclear recordings, limited cultural knowledge, varying accents, and vocabulary deficits (Saraswaty, 2018).
Meanwhile, Sofyan et al. (2019) stated that students encounter these problems due to limited adaptation to oral materials.While listening is passive, it requires comprehension and understanding of the topic.Developing strong listening skills enhanced communication.
However, students make mistakes like word comprehension errors and limited vocabulary.
Besides, students often struggle with concentration issues during listening exercises, particularly when the materials are lengthy, repetitive, or dull.Challenges like unfamiliar accents, pronunciation, and complex grammatical structures further highlight their listening skill deficiencies (Jyoti, 2020).

The Use of English Movies for Language Learning Media
The linguistic aspect of movies is crucial, primarily when it is delivered through character dialogue.Audiences generally analyze and conclude messages after watching a movie, equalizing with the scriptwriter's expectations.Dialogues aim to build character interaction and interpret the messages and information in the movies.Audiences acquire implicit and explicit moral messages from character dialogues, improving the value they get from movies (Iaia, 2015).Furthermore, Goctu (2017) movies are one of the authentic materials used in English as a Foreign Language (EFL) classroom.Movies provide language learning, expose students to diverse accents, and offer fresh perspectives through moral values.Besides, movies are valuable and authentic resources for learning English beyond the classroom.As aforementioned, movies engage students in effective language learning.Teachers use English movies to introduce students to diverse cultures, improving cultural awareness and competence (Wardhany, 2022).Volume 14, Number 2, October 2023, 206-225 While some movies are purely for entertainment, as Manurung et al. (2022) stated, other movies serve educational purposes and can be used as effective teaching tools.This approach allows students to enjoy language learning through movies, facilitating the achievement of both teacher and student learning objectives.English movies expose students to slang terms and idioms native speakers use, improving their understanding of informal language.Movies can impact not only students' listening skills but also their speaking skills (Nisa et al., 2023).
On the other hand, Hidayah (2022) mentioned that teachers can use YouTube alongside traditional movies for learning.YouTube offers a wealth of authentic materials for language learning, making it easier for teachers to find relevant content across various genres.Students' familiarity with YouTube can help them access videos they desire, including English movies with subtitles, which aid in understanding grammatical patterns and enriching vocabulary.
Subtitles facilitate one-way communication, enhance language comprehension, and provide insight into spoken language contexts, making language learning enjoyable and educational.

The Impact of Watching Movies on Students' Listening Skills
Students utilize strategies to comprehend verbal information in listening activities, a crucial receptive skill in English.Students require repetitive practice to develop this skill and recognize the native language.Besides practice, teachers must engage students in two-way communication to assess comprehension and offer feedback, recognizing that students learn at different paces (Balqis, 2021).
Furthermore, listening can be challenging for students, but teachers can make it fun and interactive by connecting activities to students' learning styles.This approach accommodates various learning styles, keeping students engaged and allowing them to choose their listening materials, such as podcasts, YouTube, movies, or songs.Encouraging students to actively discuss their comprehension with classmates, deepen their understanding, and provide diverse perspectives makes group discussions more effective in grasping the material (Rost, 2011).
Various engaging teaching media for enhancing English skills, including authentic materials like songs and movies, expose students to the original language in context, but comprehension can be challenging.Practice is necessary for improving listening competencies and vocabulary.Exposure to original language and native accents in listening activities made students adept listeners.Since English is not their native language, Indonesian students found watching English movies a familiar and enjoyable activity, but it required dedicated practice to master listening skills (Putri et al., 2023).As aforementioned, Hamidah and Hadi (2021) say that movies as a learning medium in EFL can help teachers present the language learning material more easily, and students will be more interested in the learning process.Moreover, watching movies can improve students' listening skills.They will get used to the language spoken and learn to manage their understanding of the words.Watching movies improves students' listening skills by exposing them to character accents, intonations, and mannerisms, including various English accents like American, British, Canadian, Australian, Kiwi, and more.The variations can be challenging, particularly when they involve pronunciation and written form differences.Besides, watching Frozen 2 helps students improve pronunciation, intonation, and speech patterns by listening to native English speakers.Students find it an effective way to learn spoken English and quickly grasp language through this enjoyable process.Frozen 2, a musical movie, imparts valuable lessons on family relationships, musical aspects, songs, royal traditions, and moral values, which are not found in textbooks, making it a unique and authentic educational resource.The process involved preparation, warming up, and teaching with movies to guide students in recognizing the materials to be learned in listening activities (Manurung et al., 2022).
Meanwhile, despite its challenges, effective communication relies on students mastering listening skills.Watching movies for language learning helps enrich vocabulary and comprehension of language context, enabling students to grasp information during listening activities (Rohiyatussakinah et al., 2022).

METHOD
The writers conducted qualitative research following Jaya et al. (2022) to analyze the problems students encountered in listening skills, students' experience in using an English movie for language learning, and the impacts of using an English movie on the students' listening skills.The participants of this study are 11th-grade students in SMAN 8 Malang with six students: 2 students of high achievers, two students of medium achievers, and two students of low achievers.They had experience in using an English movie in their language learning.Moreover, the writers observed the students' active participation during the learning process in the classroom.They then checked their grade points in English subjects based on their classroom performance and task fulfillment.So, there were high achievers, medium achievers, and low achievers to distinguish their problems in listening activities, experience using an English movie, and their impacts on their listening skills.

Table 1. Interview Protocol
Questions What are your difficulties in listening activity?Do you have any strategies to overcome the difficulties in listening activity?Are you familiar with using audiovisual material, like movie, to help you in learning English?Especially for your listening skills?
What is your view of using English movie as a medium in listening activity?Do you think using an English movie for listening activity is better than using other audiovisual mediums?In what way?Could you please explain!Do you prefer watching an English movie with English subtitles or Indonesian subtitles?
What is the impact of using English movies on your listening skill?
The data were analyzed using the coding thematic analysis technique.Coding thematic analysis techniques were appropriate to explain the result of interview data.

RESULTS AND DISCUSSIONS
This part describes the result and discussion based on students' difficulties and strategies in listening activities, students' experience in using an English movie for listening activities, and the impacts of using an English movie on students' listening skill.

Students' Difficulties and Strategies to Overcome the Problems in Listening Activity
The major difficulties that students face in listening activities related to its listening materials components, such as native speaker accent, limited knowledge of vocabulary, technical issues, and lack of motivation in learning English.The statements were from high achiever students, medium achiever students, and low achiever students sequentially:

Native Speaker Accent
Six students revealed that the native speaker accent used in the intensive and extensive listening materials they listened to was challenging due to its different terms.("...American accent with British accent is different.For example, water and wotah, so it is like when I watched an American movie then switched to British, I found the differences).
f. "Aksen yang susah dimengerti menurut saya adalah British."(LA2) ("For me, accent that is hard to understand is British.") Based on the responses above, students struggle to understand spoken English words because of their accents.Students exposed to different accents may confuse a listening activity (Excerpts 1a and 1c).Furthermore, the British accent is more difficult to understand because of its pronunciation terms (Excerpts 1b and 1f).Since the British accent differs from the American one, students claim it is challenging to understand spoken words (Excerpts 1d and 1e).

Limited Knowledge of Vocabulary
Five students revealed that unfamiliarity and limited vocabulary affect their listening activity.They have problems understanding the message from the audio or video materials.

Students' Strategies to Overcome the Problems in Listening
Six students revealed their strategies to overcome the problems during listening activities.Based on the responses above, students prefer to use hearing tools, like earphones (Excerpt 5a) and watching English movies more often (Excerpt 5b and 5f).Moreover, a student tends to use subtitles to understand better the meaning of spoken words (Excerpt 5c).Meanwhile, another student has a taking notes strategy to memorize the words quickly (Excerpt 5d).
Watching cut scenes from the movie on social media effectively improves the student's mood in English learning (Excerpt 5e).Those strategies are unique and show that students can overcome problems in listening activities.

Students' Experience in Using an English Movie for Listening Activities
Students' perceptions of using an English movie for extensive listening activities cover three parts: familiarity with audiovisual material, like movies; views and reasons about using English movies; and preference for watching an English movie with subtitles.The statements were sequentially from high achiever students, medium achiever students, and low achiever students.

Students' Familiarity in Using Audiovisual Material (English Movies)
Six students revealed that they are familiar with audiovisual material, like English movies, to help them learn English-especially in listening comprehension.Based on the responses above, students are familiar with using an English movie as their listening material (Excerpts 6a and 6e).Students believe watching an English movie can improve their understanding of English (Excerpts 6c and 6d).Students can also train their audio visual ability with English movie material-especially for their listening comprehension (Excerpts 6b and 6f).It shows that using an English movie is familiar among students who also learn the language.

Students' Views and Reason About the Use of English Movies
Six students shared different opinions about the use of English movies.There are pros and cons to using English movies as a medium to learn English.Based on the responses above, students revealed that watching an English movie can help them improve their language skills, especially listening and getting new insight into grammar or vocabulary (Excerpts 7a and 7f).Furthermore, students with auditory learning types can easily engage with movie materials (Excerpts 7b).Besides that, students can also practice their communication skills and understand how to respond verbally to other people using English (Excerpts 7c and 7d).Students at least know the use of English in context-when it is used in daily conversation.By watching a movie, students can engage with the background information from the movie and learn valuable things from it (Excerpt 7c).However, unfortunately, one student experienced physical fatigue while watching a movie.It happens because the student feels exhausted after watching a movie.So he prefers to listen to songs rather than watch a movie if the case is for English learning.He admits that listening to a song is more effective because it just takes a few minutes (Excerpt 7e).It shows that watching an English movie exposes students to the use of language in a natural context.Although watching movies takes a more extended time, the moral value of the story is original.

Students' Preference for Watching an English Movie with Subtitles
In this section, six students revealed their preferences in learning English using an English movie.
Excerpt 8: a. "Kalau saya sendiri lebih suka menggunakan subtitle bahasa inggris, toh juga kita mempelajari juga bahasa inggris sedikit-sedikit.Jika kita tidak menggunakan subtitle juga itu kan agak kesusahan, mungkin ada yang salah kata atau salah pendengaran.Nah kita bisa memperjelasnya dengan subtitle tersebut dan juga lebih kayak yah mendapatkan pelajaran baru dibandingkan dengan subtitle Indonesia."(HA1) ("For me, I prefer using English subtitles because we also learn English little by little. It is a bit difficult if we do not use subtitles at all; maybe there will be an error in words or mistakes during the listening process.So we can clear the spoken words using subtitles and get new knowledge rather than using Indonesian subtitles.")differences between those students who have shared their preferences in using movie subtitles.
The most significant differences are their purpose and capability in using subtitles.

Impacts of Using an English Movie on Students' Listening Skill
The impacts of using an English movie as a learning tool showed positive effects on students' listening skills.The statements were sequentially from high achiever students, medium achiever students, and low achiever students.Excerpt 9: a. "Untuk ini dampaknya sangat besar sekali, seperti ya itu membuat saya lebih paham dan juga lebih mudah memahami Bahasa Inggris entah itu dari British accent or American accent, dan lain-lain."(HA1) ("The impact is huge, like watching an English movie makes me understand better and also find it easier to understand English, whether it is from British accent or American accent, etc.") Based on the responses above, a student reveals that learning English through movies can help him better understand.However, it exposes him to different kinds of English accents, so the impact of watching one English movie is enormous and positive to him.(Excerpt 9a).
Besides that, watching an English movie can expose the students to word pronunciation, improving their listening ability.They also get new insight into vocabulary that may have appeared in the movie (Excerpts 9b and 9f).Another student also admits that she is more familiar with slang and at least knows how to react or use the correct expression verbally (Excerpt 9c).
Meanwhile, a student revealed that by watching an English movie, she can get new insight into vocabulary and grammar, which is helpful for her language learning improvement.She also can imitate the pronunciation of words (Excerpt 9d).However, watching a movie can expose a student to the use of natural language, gestures, and expressions.So, a student is learning not only about the linguistic aspect but also the cultural and dramatization of the story itself (Excerpt 9e).It shows that watching an English movie can give students valuable insight and positively impact their language learning-significantly improving their listening skills.
Based on the results, students meet various problems during listening activities.In line with the study conducted by Saraswaty (2018), it was found that a lack of vocabulary and unfamiliarity with the native speaker's accent can cause trouble understanding the verbal message.Since English is not the first language used by the students, they are less exposed to English outside the classroom.It is hard for them to understand the spoken language because of the unfamiliarity and lack of knowledge.Meanwhile, listening problems, such as technical issues, are only experienced by one student (MA1), and lack of motivation in learning English is not experienced by one student (HA2).From those contrasting results, it can be concluded that one student (MA1) experiences technical issues, such as a lack of tools and environmental distraction.
In contrast, five other students do not have literal technical issues during listening activities.On the contrary, one student (HA2) has not experienced any lack of motivation in the English learning process since he enjoys learning the language.Meanwhile, the other five students experienced boredom and a monotonous learning mode because of the inappropriate Volume 14, Number 2, October 2023, 206-225 materials-especially listening materials.However, all those challenges are tackled appropriately since students know their learning styles (Balqis, 2021).
The results also showed that students were familiar with using English movies as a medium of language learning.Students admitted that watching an English movie can give them new insight and knowledge about the linguistics aspects.Following the previous study, Burhanuddin et al. (2020), the results are relevant because students watch an English movie to improve their vocabulary, grammar, pronunciation, and spelling; Hidayah (2022) found that using subtitles while watching a video or movie helps understand the meaning.The students admit that using subtitles is helpful for their learning process.However, the different choice of subtitles and the reason behind it is more necessary.One student (HA1) prefers to use English subtitles while watching to learn English directly.The other two students (MA1 and MA2) prefer using English subtitles in language learning and Indonesian subtitles only for entertainment.The other three students (HA2, LA1, and LA2) prefer to use only Indonesian subtitles since they have difficulty understanding the spoken words because of the limited vocabulary.Those preferences in choosing the subtitles have different impacts on the students.
However, their choice has no adverse impacts-it is merely for their language learning process.
Meanwhile, it also aligns with the current study conducted by Nisa et al. (2023), which shows that students are exposed to slang words and easily imitate movie characters.Watching an English movie can help students learn the use of natural language in an authentic context.
As mentioned, watching movies more often can improve students' understanding of the language used in an authentic context (Putri et al., 2023).It is matched with the results.Students revealed that watching movies more often can improve their language skills-especially in listening comprehension.In the previous study, Hamidah and Hadi (2021) found that watching movies can expose students to different accents.It is in line with the result, one student (HA1) admitted that watching English movies can make him more vulnerable to accents, whether it is an American accent or a British accent.Eventually, students' vocabulary, grammar, and pronunciation improve because they often engage while watching movies.
The results show that high achiever, medium achiever, and low achiever students mainly had similar problems during listening activity.However, students' strategies to overcome the problems are different-each has their own way of getting rid of it.Furthermore, the results of the study contribute to the student's experience in using English movies for listening activities.
It shows that audiovisual media like English movies can help them enjoy the learning process with less pressure and is more effective for improving students' listening skills.
("…The terms of verb 1, verb 2, and verb 3 are different.Well,I did not memorize all those terms, but I would recognize them when watching a movie if there are past verb terms.That is when I would check Google to learn more about the past terms.)Basedontheresponsesabove, students admit that several vocabulary or words are unfamiliar or have never heard about them, so they cannot truly understand the meaning of the spoken words (Excerpts 2b, 2d, and 2f).Meanwhile, the synonyms of words are tricky since the student is unfamiliar with them (Excerpt 2c).It is also hard for the student to understand the spoken words because of the tenses since he does not memorize them well (2e).However, a student has no problem with vocabulary (Excerpt 2a).It shows that one student is more vulnerable with English vocabulary than the five others.Based on the responses above, students found no technical issues during their listening activities(Excerpts 3a, 3b, and 3f).Furthermore, students admit that advancing technology and facilities makes listening activity easier (Excerpt 3d and 3e).However, one student still experiences technical issues during the listening activity because of the environmental distraction (Excerpt 3c).It shows that five students are more capable of managing their focus than one student who gets distracted easily during listening activities.(I am less excited because I personally get bored so easily.Sometimes, the teacher teaches in writing and speaking mode, so I get sleepy.")It shows that exciting listening materials attract students' attention and interest in language learning.
Watching movies or videos can train my English skills and motivate me to learn English better.Usually, I act out or imitate the character dialogues after watching a movie.So, I often make my dialogues to imitate the way the character speaks.") b. "Iya soalnya saya tipikalnya yang auditori, jadi saya lebih suka pake film sama audio daripada membaca."(HA2) ("Yes, because I am an auditory learner, so I prefer to use movie and audio material than reading.")c. "Ya, familiar banget soalnya orang-orang pada bilang kalau misal pake film Bahasa Inggris itu membantu buat kemampuan bahasa inggris kita gitu."(MA1) ("Yes, very familiar because people said that using English movies can help us in our English competencies.")d. "...Nah itu juga sekaligus melatih kemampuan saya dalam berbahasa Inggris karena setelah saya menonton film atau di video tersebut saya merasa termotivasi untuk belajar Bahasa Inggris lebih baik lagi.Ya, yaitu dengan berbicara sehari-hari atau kayak akting, biasanya saya setelah menonton film atau berbahasa Inggris itu, saya biasanya berlagak seperti aktor atau aktris yang memainkan perannya.Jadi saya sering membuat dialog sendiri dalam berbahasa Inggris dan menirukan cara bicara mereka serta grammar mereka dalam berbicara tersebut."(MA2) ("... ("...very helpful in a way that movies can make students not feel bored, moreover particular accents that slip in the movies that students are unfamiliar with and new vocabulary.Moreover, English movies are better than other audiovisual media because they are more attractive for listening and grammar learning.")My view on using an English movie as a learning medium is that it is straightforward because it can also train us to speak English well and know the meaning or context of their words.But I prefer to use all audiovisual materials, starting from English movies, Spotify, and also motivational videos on YouTube that use English.")("In my opinion, it is very good, Miss.… So for the movie itself, I prefer to watch and comprehend it, Miss… In my opinion, an English movie is not better than other audiovisual materials.Watching the screen for a long time is exhausting.So I prefer listening to a song than watching a movie.")f. "Sangat baik menurut saya, karena ya itu dapat melatih pendengaran saya terhadap bahasa inggris.… kosa kata adalah salah satu yang dapat melatih saya dalam menggunakan bahasa inggris.Selain itu, penggunaan film berbahasa Inggris itu baik karena dapat belajar topik yang relevan."(LA2) ("In my opinion, it is very good because an English movie can train my listening skills in English.… vocabulary is one aspect that can train me to use English.Moreover, using an English movie is good because we can learn relevant topics.") b. "Ya, sangat membantu karena saya tipikal orang yang auditori tadi.Selain itu, film berbahasa Inggris juga lebih baik daripada yang kayak bacaan-bacaan gitu.Soalnya lebih menarik aja nonton film."(HA2) ("Yes, very helpful because I am an auditory learner type, as I have mentioned before.Moreover, an English movie is better than reading materials because it is more interesting to watch a movie.")c. "Itu bagus sih, soalnya kita bisa ngikutin apa yang dikatain juga jadi sekalian latihan speaking.Selain itu, kalau ada subtitle nya lebih enak dan menarik.Apalagi kalau misalnya film nya itu ngangkat kisah atau pesan tertentu gitu."(MA1) ("That was nice because we can follow or imitate the dialogues, which could be a speaking practice, too.Moreover, it is better and more interesting if there are subtitles.Especially if the movie brings a story or certain message.")d. "Pandangan saya dalam penggunaan film berbahasa Inggris sebagai e. "Menurut saya, itu sangat baik bu.… Nah untuk yang film sendiri saya tuh lebih prefer ke menyimaknya gitu loh, bu… Karena menurut saya film itu tidak lebih baik daripada media audiovisual lainnya.Kalau kita melihat layar terlalu lama itu menyebabkan kelelahan.Jadi saya prefer untuk mendengarkan lagu daripada menonton film, bu." (LA1) b. "Menggunakan subtitle Indonesia karena kan beberapa kata atau kosakata kan ada yang tidak saya mengerti.Jadi saya lebih memilih untuk memakai subtitle Indonesia."For me, I prefer to watch movies using Indonesian subtitles because I want to enjoy the movie.But when I want to learn English or want to use or want to know more about grammar structure or new vocabulary, I use English as a subtitle.")e. "Kalau menurut saya itu menggunakan apa, subtitle terjemahan Bahasa Indonesia bu.Dikarenakan kan apa namanya meskipun kita udah lihat yang subtitle Bahasa Inggris itu kan ada kosa kata baru tadi jadi kayak, "ha, ini apa", gitu.
Because if the subtitle is in an off mode, I still can see what the character do and listen to their dialogues-understand several words.")f. "Saat menonton film, itu sangat berpengaruh menurut saya, karena saya dapat mengenal kosa kata baru dan juga untuk melatih pendengaran dalam bahasa inggris saya."(LA2) ("When watching a movie, I think it is impactful because I get to know new vocabulary and also train my listening skills in English.") b. "Tentunya, semakin sering melihat film yang pake bahasa inggris, kemampuan terhadap bahasa inggrisnya semakin bertambah.Karena dari lihat film itu kan banyak kosakata baru yang saya dapatkan."(HA2) ("Certainly, the more often I watch English movies, the more my skills in English will improve.Because I get many new vocabularies from that habit.")c. "Jadi lebih tau kayak slang jaman sekarang, trus kayak gimana cara jawab yang bener gitu sama ekspresinya dipake kapan aja." (MA1)