STUDENTS PERCEPTION IN IMPROVING ENGLISH LISTENING SKILLS THROUGH SHORT MOVIES

Abstract

This study aims to analyze students’ perceptions of improving English listening skills through the use of short movies at junior high school. The research employed a descriptive mixed-methods design, involving 60 eighth-grade students as participants. Data were collected through questionnaires and semi-structured interviews. Findings revealed that most students held positive perceptions of using short movies. They reported feeling more motivated, better able to comprehend vocabulary and context, and more practiced in identifying both main ideas and detailed information. Nonetheless, challenges were also noted, including accent variations, native speakers’ speech rate, and limited vocabulary. The discussion highlights that short movies enhance listening skills and foster student motivation and engagement. The study implies that teachers should continuously integrate audiovisual media with well-planned supporting activities to make listening practice more effective, authentic, and meaningful.