ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE 621 THE EFFECT OF FICTION SHORT MOVIE ON STUDENTS’ ENGLISH SPEAKING ABILITY Riswanto UIN Fatmawati Soekarno Bengkulu, Indonesia Email: riswanto@iainbengkulu.ac.id Reko Serasi UIN Fatmawati Soekarno Bengkulu, Indonesia Email: reko.serasi@iainbengkulu.ac.id Azzah Salandega UIN Fatmawati Soekarno Bengkulu, Indonesia Email: azzahazzah76@gmail.com Kasmaini Universitas Bengkulu, Indonesia Email: kasmaini@unib.ac.id APA Citation: Riswanto., Serasi, R., Salandega, A., & Kasmaini. (2022). The effect of fiction short movie on students’ English speaking ability. English Review: Journal of English Education, 10(2), 621- 628. https://doi.org/10.25134/erjee.v10i2.6282. Received: 02-02-2022 Accepted: 28-04-2022 Published: 30-06-2022 INTRODUCTION Speaking is a crucial ability to develop when learning English. It plays a crucial function since the primary purpose of language is the ability to transmit thoughts or information vocally in addition to written information. The most crucial active skill in learning a foreign language is the ability to communicate verbally (Rao, 2019; Zarifa, 2020). It's the act of putting words together to convey a message. It signifies that speaking is the primary action of language. The majority of language activity is oral communication from one speaker to another in the context of daily living. Clampitt (2016) mentioned that speaking is an important part of daily life that shouldn't be taken for granted. Given that English is currently the most widely spoken language in the world, it is without a shadow of a doubt the case that oral communication ability is an essential component of English language proficiency in the modern period (Islam, Ahmad, & Islam, 2022). Hence, Because of the importance of speaking skills in this international language, Usmonov & Usmonova (2020) argued that people of all ages, including students, must develop these foreign language abilities so that they are able to use English as a means of communication, particularly in their studies and job. Iftanti & Maunah (2021) implied that because students think that English is a path to academic and social success, they are challenged to become competent in English so that they may stay up with global innovation, compete in the global economy, and improve their quality of education in the face of global change. Abstract: The purpose of this research is to investigate whether or not students' students' speaking skills may be improved by watching short films. Quantitative research using a quasi-experimental design is the method that was used for the study. All of the pupils in the second grade at SMP A'isyiyah Pagaralam in South Sumatra, Indonesia, make up the population. This research was conducted with the participation of forty different students. It was decided that 20 students from Class A would make up the experimental group, and the remaining 40 students from Class B would serve as the control group. The method of data analysis makes use of a prerequisite test, specifically the normality test and the homogeneity test, and the final test is hypothesis testing. According to the findings of the research that was carried out, there is an effect in the use of short movies as a medium for improving students' speaking ability. Keywords: fiction short movies; media; students speaking ability. Riswanto, Reko Serasi, Azzah Salandega, & Kasmaini The effect of fiction short movie on students’ English speaking ability 622 As a result, speaking skills must be prioritized throughout English lessons so that students may use them in everyday situations. Speaking has become one of the primary abilities in learning English in the Indonesian curriculum to make pupils learn it. At school, students study the four English skills including speaking. In order to be able to speak English well, the aspects of speaking must be considered. Students needs to consider the accuracy which is the correct use of language related to grammar, vocabulary and pronunciation. Gower, Phillips, & Walter (1995) mentioned that accuracy requires making sure that one's vocabulary, grammar, and pronunciation are all correct. In fact, students in speaking class should expect to cover a wide range of material, but the speaking component is smaller than the reading comprehension portion. Furthermore, several issues arise throughout the teaching and learning process. Some problems are usually found in speaking, such as feeling nervous when they try to speak in front of the class, lack of vocabulary, and feeling afraid of making mistakes. These problems belong to linguistics and psychological problems. Wulandari, Amalia, & Ramdhani (2022) implied that low levels of proficiency in vocabulary, grammar, and pronunciation were contributing linguistic factors in students' inability to communicate effectively at the medium level. Meanwhile anxiety, lack of practice and confidence were the psychological aspect that contribute to the students’ difficulty in speaking. More over Pronunciation and fluency is one of the students’ weaknesses in learning speaking because, mastery of the both components means they can speak fully similar with native speaker or pronounce similarly with native speaker and speak as fluent and effortless as that of a native speaker (DeLozier & Rhodes, 2017). Students should be given the opportunity to use their language orally whenever possible so they can express themselves verbally (Amalia & Apriani, 2016). As a matter of fact, it is essential to engage the students to the learning process where they can feel more motivate to learn and involve in the speaking activities. Other concerns, ineffective teaching methods and a boring classroom environment can lead to students being bored and disinterested. Because there is no new setting, students have a hard time honing their speaking abilities when using the strategy. Islam & Stapa, (2021) indicated that because the learners are deprived of the opportunity to use the language and acquire the skills necessary for appropriate communication, their fluency suffers. Using movie as a media in teaching speaking can be a solution. Movies are the type of media that will pique students' interest because most teenagers enjoy watching movies. Through movies, students will learn how foreigners use the language in different situation in daily life context. Movies can be used as a pedagogic means to improve language learning, based on the premise that they provide real life language input (Smaldino, Lowther, & Russell, 2012). Conversations in films occur in real life contexts, therefore learners explore how language is used by its native speaker. One of the major benefits of films is their contribution to the development of spoken language comprehension. Blasco, Moreto, Blasco, Levites, & Janaudis (2015) advocated that movies are helpful in teaching the human dimension, which is necessary for developing as a human being and for forming identity in early learners. Movies are comforting, evocative, and non-threatening. They are also based in both visual and emotion. For teachers, the movies experience helps also to confirm and clarify their role to bring a new perspective in teaching. Kanellopoulou (2019) stated that movies are an excellent way to gain exposure to actual language. The production of authentic materials takes place more in the context of actual dialogue than in the context of language instruction. Because authentic materials include the qualities of language as it is used by a native speaker, using them can significantly contribute to the enhancement of language skills. Berk (2009) argued that, when you watch a movie or a TV show, emotions like excitement, rage, laughter, relaxation, love, whimsy, or even boredom are often omitted. All of these elements of filmmaking inspire audiences to express themselves verbally about the feelings they're experiencing. Bloomsabury International mentions that listening to native speakers will also help students improve their fluency in the language. Listen to how to connect their words and where to place intonation on specific words and sentences. Furthermore, through movies students and teachers can put the knowledge to practice. In English classroom they will learn a lot of vocabulary and grammar but they may not know how to use it in real life. Watching English movies will help them understand how use all ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE 623 knowledge that has lean in everyday situation. According to Lynch (2016), because of the variety of dialects they can show and the enjoyment they provide, movies are frequently used in the classroom. Other studies also reported the benefits of using movie in English language teaching classroom. It is more efficient and speedier for learners to acquire the English language by viewing a movie (Yaseen & Shakir, 2015). Goctu (2017) mentioned that students can learn a variety of accents and practice speaking in an authentic setting by watching films. Rao (2019) also argued that learning the English language in a real-world setting is made possible by the use of authentic materials and a wide range of language scenarios in English movies. The findings of the studies showed that language students around the world believe that movies are credible resources for language learning and that watching movies is an efficient way to develop a variety of language skills, including reading, listening, vocabulary, and speaking (Albiladi, Abdeen, & Lincoln, 2018; Goctu, 2017; Kabooha, 2016). Both students and teachers viewed the usage of films in the classroom to improve language abilities as a positive development. Students' language learning might be enhanced and their motivation to study the target language could be increased by using carefully chosen film resources. Films and also are now an integral part of students' daily life, so incorporating them into the language classroom is only natural. The use of film as a motivator makes learning a language more pleasurable and interesting (Khan, 2015). This research focused on the utilization of short films as a movie format. This study calls for a video no longer than 15 minutes. To ensure that the students are not bored while watching the film, a short film is chosen. Students will desire to mimic the character in the movie in order to enhance their English skills. There have been few research studies covering the use of short movies in the field of the teaching of English (Audina & Ratna Suminar, 2018; Irmanda, Ahmad, & Al Baekani, 2021; Madiyoh, Hidayanto, & Putro, 2018; Masruddin, 2018; Tnomat, Densiana, Billik, & Banu, 2022). It is worthwhile to study the impact of short movies on students' speaking abilities because there are few studies on this topic. In addition, only few researches include junior high school students as a sample. It is important to put the students’ level of education, since different characteristics of the students influenced the choice of the materials as well as the teaching procedures. This study, on the other hand, focuses on the use of fiction short movie that depicts fictional characters, locations, or situations. METHOD This study applied quasi-experimental research design. The design was nonequivalent Groups pretest-posttest control group design. Due to the impossibility of randomly assigning individuals, pre-posttest control or comparison group designs with non-equivalent groups are quite common and beneficial in education. The researcher employs entire, previously created groups of individuals, administers a pre-test, administers the intervention condition to one group, and then administers a post- test (McMillan & Schumacher, 2014). The design is presented in Figure 1. Figure 1. The notation of nonequivalent groups pretest-posttest control group design There were total of 40 students participated in this study. Purposive sampling was used in order to select the participants. The students were chosen since they were in the same level of English achievement. Twenty students from class A were assigned as experimental class, while the rests of 20 students were assigned as control class. The students in experimental class were given the treatment of using fiction short movie in speaking class. While the students in control group were not exposed to any new treatment. During the interventions, the teacher applied several teaching procedures. The students were split into four groups. The researchers then, instructed the students to pay close attention to the movie. Then the researchers challenged the group to come up with ten words from the movie. The words then were Riswanto, Reko Serasi, Azzah Salandega, & Kasmaini The effect of fiction short movie on students’ English speaking ability 624 exchanged to other groups as the students practice to pronounce them. After then, each of the groups discussed about the movie. Finally, the researchers formed a brand new group without letting the students to join their previous group, then with the new group the students’ practice speaking through retelling the story to each other. The instrument used in this study was speaking test which was in the form of talk as performance. According to Richards (2008), talk as performance is a useful term for the third sort of talk that can be distinguished. This relates to public speaking, or speaking in front of an audience, such as school presentations, public announcements, and speeches. In order to collect the data of the students’ speaking score objectively, the students’ talks were analysed by using speaking rubrics that include four elements of speaking; pronunciation, grammar, vocabulary and fluency. The researchers used t-tests to determine whether or not watching fiction short movies improved the pupils' capacity to communicate verbally. A paired-samples t-test was used in order to determine whether or not there was a significant change in the level of achievement attained by the students in the experimental class either before or after the treatments. In the meantime, the researchers utilized an independent sample t-test so that they could examine the differences in outcomes between the two groups. RESULTS AND DISCUSSION After collecting the data on students’ speaking performance, researchers conducted prerequisite test to makes sure that the data were normally distributed. The results of Kolmogorov-Smirnov Statistic of the whole collected data including pretest (Sig-Value =0,200)-posttest (Sig- Value = 0.074) in experimental group and pretest (Sig- Value= 0.200) -posttest (Sig-Value = 0.07) in control groups showed that the data were normally distributer, P > 0.05. Therefore, parametric statistics can be implemented. A statistical analysis called a paired-sample t- test was carried out in order to determine whether or not there was a significant difference in the level of achievement exhibited by the pupils either before or after they were given access to the intervention. In the pretest the highest score in experimental group was 70 while the lowest score was 20 (M= 42). In the post test, the highest score was 85 while the lowest score was 55 (M= 73). The statistical analyses of Paired-Sample t-test showed that there was statistically significant difference on students’ speaking score before the intervention (M= 42), SD= 14.27) and after the intervention (M= 73, SD= 10.183), t(19)= 20.976, p<0.0005. The results indicated that there is significant improvement on the students’ speaking ability. Figure 2 Illustrates the distribution of the score in experimental group. Figure 2. Experimental class speaking score distribution The results of the test based on an independent sample demonstrated positive achievement as well. Independent-samples t-test was conducted in order to compare the speaking score obtained by the students in experimental group and control group. There was significant difference in score for experimental group (M= 73, SD= 10.183), and control group [M= 66, SD= 9.542; t(38)= 2.243, p= 0.03 < 0.05. Table 1 and 2 illustrated the analyses. Table 1. Independent group statistic Class N Mean SD Std. Error Mean Speaking Exp 20 73 10.183 2.277 Ability Cont 20 66 9.542 2.134 Table 2 Independent sample t-test Speaking Ability Levene's Test for Equality of Variances F .12 Sig. .913 t-test for equality of Means T 2.243 2.243 Df 38 37.841 Sig. (2-tailed) .031 .031 Mean Difference 7.000 7.000 Std. Error Difference 3.120 3.120 95% Lower .683 .682 ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 10, Issue 2, June 2022 https://journal.uniku.ac.id/index.php/ERJEE 625 Confidence Interval of the Difference Upper 13.317 13.318 The findings of the statistical studies suggested that the utilization of a fiction short film brought about a considerable effect on the students' ability to communicate verbally. It is possible that the students' overall performance would benefit by incorporating media into their speaking class. The findings lend themselves to a number of interpretations. Firstly, the result indicated that there was improvement on the students’ English speaking ability after the students taught by using fiction short movie. The presence of short movie as learning media has an important role in achieving learning objective. The presence of learning media can be able to bring and arouse students’ interest in participating in the learning process, which in the end arose the students’ motivation. This is in line with what Masruddin (2018) found during his study that the use of short video in teaching speaking was effective. Besides, there is evidence that short videos can help students get excited about learning a new language (Madiyoh et al., 2018). Hameed (2016) also reported that even with a small sample size of only fifty students, the study shows that the use of short films in English language education has a significant impact on students' learning results. Irmanda et al. (2021) revealed that students became interested in English short films because of the film's audio-visuals. According to majority of them, they were able to overcome their apprehension and stiffness when it came to practicing their English skills. In addition, movies in English might encourage students to participate actively and enthusiastically in the teaching and learning process. Hassan, Murshidi, & Al Murshidi (2020) also added that the students' English listening and speaking abilities improve as a result of watching English films, and this positive link is strengthened by the students' increased enthusiasm to learn. Furthermore, during the study, it was found that practically, almost all of the students’ engaged in the teaching and learning process. The movie attracted the students’ attention since it brings story line. It presented the whole language used in the real context in which the learners could get the real example with the real expression. Madiyoh et al. (2018) also implied that authentic short movies present the real language used, new words, phrases, and expressions. Students' capacity to communicate in English is enhanced through the use of short films, which provide a rich context for language learning. Short English movies are an excellent teaching tool because they keep students interested in what they are learning and help them enhance their vocabulary through active listening (Tnomat et al., 2022). Eshboeva (2021) concluded that the screening of an original feature-length motion picture, when incorporated into a lesson on a foreign language, not only assists students in effectively developing their spoken communication abilities, but it also makes the session more instructional, cognitive, and intriguing for the learner. This is real when the researchers observed the students’ behaviour in the classroom. The level of the students' passion was reflected in their level of active participation in the process of teaching and learning. Those students who had a history of experiencing shyness during the learning process made a concerted effort to participate actively in the various learning activities. CONCLUSION This study brings empirical evidence of the effectiveness of using short movie in English Speaking class. The study emphasized on the use of movie to improve students speaking ability. This study contributes to the growing body of research that demonstrates the efficacy of watching movies to enhance one's linguistic skills. The first thing that the research found was that when students were shown an activity that was familiar to them which is watching movie, it was much easier for them to become interested in what was going on in the classroom. Those individuals who had been reluctant to talk were now able to speak freely as a result of this. The students are driven to enhance their general fluency as they hear native English speaking in an authentic accent since it inspires them to have more practice in pronouncing the words and to extend their vocabulary, both of which assist them improve their pronunciation. Because of the many advantages that may be gained from utilizing fiction short movies in English classrooms, the investigators hope to persuade language teachers of the English language to adopt this instructional strategy. The choice of the movie is something else that needs to be taken Riswanto, Reko Serasi, Azzah Salandega, & Kasmaini The effect of fiction short movie on students’ English speaking ability 626 into account. This study, on the other hand, did not focus on the particular instructional strategy or method that need to be applied. As a result, a subsequent study might desire to incorporate the particular instructional approach that should be integrated in the utilization of instructional media. 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