A SURVEY ON STUDENTS’ PERCEPTION TOWARDS NETFLIX APPLICATION IN SPEAKING CLASS OF THE 11th GRADE OF SMK PGRI 2 KEDIRI

Fadilla, Diana Nur (2025) A SURVEY ON STUDENTS’ PERCEPTION TOWARDS NETFLIX APPLICATION IN SPEAKING CLASS OF THE 11th GRADE OF SMK PGRI 2 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study is motivated by the low level of students' English speaking ability, which is characterized by a lack of confidence, minimal vocabulary, and difficulty understanding native speakers. One of the causes of this problem is the lack of use of authentic media, such as English movies, in the learning process. To address this, digital media such as the Netflix app is considered to have great potential in providing authentic English exposure that can help students improve their speaking skills in a more contextual and engaging manner. This study aims to determine students' perceptions of the use of Netflix applications in English-speaking classes. The research was conducted using a quantitative approach with a survey technique through a closed questionnaire filled out by 86 grade XI students at SMK PGRI 2 Kediri. The research instrument focused on four aspects of speaking skills: pronunciation, fluency, accuracy, and performance, as well as assessing the extent to which the subtitles and original content features on Netflix contributed to students' abilities. The results showed that the majority of students responded positively to the use of Netflix. More than 77% of students agreed that Netflix helped improve their pronunciation and fluency. The accuracy aspect even reached a 90% agreement rate, indicating that students found it helpful in understanding sentence structure and proper use of vocabulary. However, in the performance aspect, the percentage is slightly different. Only 6% of students strongly agreed, although 72% agreed in total. This shows that although Netflix helps, there are still challenges in applying speaking skills directly, such as controlling facial expressions, voice volume, and building confidence. These things cannot be fully formed just by watching; it takes practice and direct interaction outside of watching. The findings support previous research showing that audiovisual media such as Netflix can improve students' listening and speaking skills. What sets this study apart is that it focuses on vocational high school students, rather than university students, thus adding a new context to the existing literature. The integration of Netflix into language learning provides a more natural, flexible, and real-world relevant learning experience. It can be concluded that Netflix proved to be an effective learning medium in supporting the development of students' English speaking skills. With features such as subtitles, authentic dialogue, and easy access, Netflix is not only an entertainment tool but also an educational tool that encourages independent and participatory learning. Therefore, the use of Netflix in language learning is highly recommended, especially when combined with structured activities such as role-play or shadowing.

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