Using Disney Films as an Educational Media to Improve Listening Skills at Senior High School

Arya Yudha Pramuditya, Anjar Kusuma Dewi, Agussatriana Agussatriana, Aminah Aminah

Abstract


This study investigated the effectiveness of Disney films in improving the listening skills of eleventh-grade students at SMAN 1 Parigi. Disney films were selected because their combination of dialogue, visual images, sound effects, and contextualized language may help learners understand spoken English and maintain engagement. A quasi-experimental design was employed involving 72 students from two classes: XI D as the experimental group and XI E as the control group. Data were collected through listening pre-tests and post-tests. The experimental group received instruction using Disney films, whereas the control group received conventional instruction. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test. The experimental group’s mean score increased from 57.31 to 68.17, while the control group’s mean score decreased from 56.31 to 51.89. The independent-samples t-test revealed a statistically significant difference between the groups ((t = -5.372), (df = 70), (p < .001)). These findings suggest that Disney films can be an effective instructional medium for improving EFL students’ listening skills.


Keywords


Disney Films; Listening Skills; Listening Comprehension; EFL Students; Quasi-Experimental Study

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References


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DOI: https://doi.org/10.31004/jele.v11i5.3334

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