THE INFLUENCE OF BINGE-WATCHING ENGLISH NETFLIX SERIES ON LISTENING COMPREHENSION AMONG STUDENTS OF ENGLISH EDUCATION UIN KIAI HAJI ACHMAD SIDDIQ JEMBER

Ainur Rizky, Mohammad (2025) THE INFLUENCE OF BINGE-WATCHING ENGLISH NETFLIX SERIES ON LISTENING COMPREHENSION AMONG STUDENTS OF ENGLISH EDUCATION UIN KIAI HAJI ACHMAD SIDDIQ JEMBER. Undergraduate thesis, UIN KIAI HAJI ACHMAD SIDDIQ JEMBER.

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Abstract

Mohammad Ainur Rizky, 2025: The Influence of Binge-Watching English
Netflix Series on Listening Comprehension among Students of English Education
UIN Kiai Haji Achmad Siddiq Jember.
Keywords: Binge-Watching, Listening Comprehension, Netflix Series, Dash &
Lily, English Education Students.

Watching English-language series intensively can help students improve
their listening comprehension skills. However, the reality is that many students
use streaming platforms like Netflix more for entertainment than as a learning
tool. One phenomenon that has emerged is Binge-Watching, where students watch
several episodes or even an entire season of a series in one sitting. This habit often
leads to cognitive fatigue, which can reduce their ability to comprehend the
conversations in the series.

The problem formulation in this study is: Is there an influence of the
Binge-Watching English Netflix series on listening comprehension among
university students?.

This research aimed to determine the influence of binge-watching the
English Netflix series on the listening comprehension among university students.
Employing a quantitative pre-experimental design, specifically the one-group
pretest–posttest model, the study involved 35 students from TBI 1 who were
instructed to binge-watch Dash & Lily for one week, consisting of eight episodes
with approximately 25 minutes per episode. The instrument used to measure
listening comprehension was a 20-item listening test administered both before and
after treatment. The test items were adapted from the book IELTS Hacks: Tips
Trik Praktis Skor 7.5+ and aligned with listening indicators such as identifying
main ideas, identifying supporting details, understanding vocabulary in context,
making inferences, and understanding transitions.

The results demonstrated a noticeable improvement in students' listening
performance. The distribution of scores shifted positively, with the Very Good
category increasing by 23%, while the Good, Enough, Less, and Very Less
categories decreased by 3%, 5%, 8%, and 6%, respectively. Statistical analysis
further supported this improvement. The Shapiro–Wilk test showed that both
pretest (sig = 0.078) and posttest (sig = 0.074) data were normally distributed. The
Levene‘s Test indicated homogeneous variance (sig = 0.310 > 0.05). The Paired
Sample t-test revealed a significant difference between pretest and posttest scores
(sig = 0.000 < 0.05). The t-value obtained was |9.093|, exceeding the t-table value
of 2.033, confirming a statistically significant effect. These findings align with
Flayelle et al.‘s theory of binge-watching, which highlights motivational and
engagement factors, as well as Goh and Vandergrift‘s listening theory, which
emphasizes the integration of bottom-up and top-down processes during
comprehension.

Item Type:	Thesis (Undergraduate)
Subjects:	13 EDUCATION > 1301 Education Systems > 130101 Continuing and Community Education 13 EDUCATION > 1301 Education Systems > 130108 Technical, Further and Workplace Education
Divisions:	Fakultas Tarbiyah dan Ilmu Keguruan > Tadris Bahasa Inggris
Depositing User:	S.Pd Mohammad Ainur Rizky
Date Deposited:	31 Dec 2025 07:28
Last Modified:	31 Dec 2025 07:28
URI:	http://digilib.uinkhas.ac.id/id/eprint/51261

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