CORRELATION BETWEEN SPOTIFY APP USAGE AND STUDENTS' LISTENING SKILLS DURING TASK COMPLETION OF THE SIXTH SEMESTER STUDENTS AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG

Syahrina Windayanti Husna, 126203212177 (2026) CORRELATION BETWEEN SPOTIFY APP USAGE AND STUDENTS' LISTENING SKILLS DURING TASK COMPLETION OF THE SIXTH SEMESTER STUDENTS AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG. [ Skripsi ]

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Abstract

The thesis entitled “Correlation Between Spotify App Usage and Listening Skill During Task Competion of The Sixth Semester Students at UIN Sayyid Ali Rahmatullah Tulungagung” was written by Syahrina Windayanti Husna, NIM 126203212177, English Education Department, Faculty of Tarbiyah and Teacher Training, supervised by Prof. Dr. Erna Iftanti, S.S., M.Pd. Keywords: Spotify app usage, listening skills, correlation, cognitive load theory, technology acceptance model In today’s digital era, music streaming platforms such as Spotify have become a common part of students’ academic routines. Many learners listen to music or podcasts through Spotify while completing academic tasks. However, whether this habit supports or distracts from their academic performance particularly in listening skills remains unclear. This study explores the correlation between Spotify usage and students’ listening skills during task completion. This research employed a quantitative correlational design. Data were collected from 47 sixth-semester students of the English Education Department at UIN Sayyid Ali Rahmatullah Tulungagung. Two instruments were used: a Spotify usage questionnaire to measure frequency, duration, and content type, and a listening test to assess comprehension. Data were analyzed using descriptive statistics and Spearman’s rank-order correlation. The findings showed that while students reported moderate to high Spotify usage, their listening test scores varied considerably. The correlation coefficient (ρ) was +0.023 with a p-value of 0.880, indicating a very weak and statistically insignificant relationship between Spotify usage and listening skill. The study concludes that frequent use of Spotify does not significantly impact students’ listening skills during academic tasks, especially when the app is used primarily for entertainment. These results highlight the need for more intentional use of digital platforms in learning and suggest that future research should examine additional variables such as content type, student motivation, and guided listening strategies.

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