A Study on Teaching Listening Skill Trough Watching Movies at the Eighth Year Students of MTs...

CHAPTER I

Introduction

This chapter discusses some points: background of the study, statement of the problems,

purpose of the study, scope and limitation of the study, significance of the study, and definition

of the key terms.

1.1. Background of the Study

Everybody has learned their language since they were children, especially

about their mother tongue. The process occurs naturally and properly with a view to

communicate in society. Listening ability in English as foreign language also plays an

important role in building communication skill.

As we know, communication is a part of human’s daily activities. Through

communication by using language, we can share our ideas and thoughts with other people.

In that way, a smooth interaction between people can take place.

In line with the more sophisticated world, we are demanded to be able to

communicate not only by using our mother tongue but also by foreign language, especially

English which obviously more difficult to do since we have a limitation of knowledge

about foreign language. On the other hand, as an international language, English is used to

share information, which is often happening in science and technology field.

As the foreign language in our country, English is widely taught for the first

time at elementary school. The teaching at this level have goal to give basic knowledge of

English using as foreign language. And it will be developed at junior and senior high

school.

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Teaching listening is one of the duties that have to be conducted by teachers of

English to improve to the students’ listening ability in English.

Listening is a skill that tends to get neglected for various reasons. Here are

some of its:

1. Teacher thought by learning speaking, listening skill would be acquired

automatically by the students.

2. No serious attention given to listening skill, we just give a nod or hand

shake when we try to pretend that we understand others speaking,

thought we are not.

3. When teacher teaches listening skill, actually they are not. They just teach

more about other skills.

In School Base Curriculum 2006, there are some competency standards and

basic competencies which have to understand the meaning in simple oral transactional and

interpersonal conversation to interact in daily context as the competency standards.

The competency is to responds the meaning in simple oral transactional and

interpersonal conversation accurately in daily life context, such as giving certainty,

hesitancy, asking ones condition, attention or admiration.

The indicators of the learning process of these competency standards have

been mastered by the students are the student is able to:

1. Understand the speech about asking and giving certainty, hesitancy,

repetition, attention and admiration.

2. Mention the meaning of sentences or words about asking and giving

certainty, hesitancy, repetition, attention and admiration.

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It is also necessary to mention that listening is the one of the important item in

someone language test. That is enough reason listening skill being taught, besides listening

is sometime enjoyable, such as: listen to the radio, listen to English songs, more over

watching English movies also involving listening skill.

In learning English sometimes the students are getting bored by teacher’s way

of teaching. There are various techniques can be used by the teacher to teach reading,

writing, speaking and especially listening. Some teachers thought that listening is the

easiest skill to teach, so many of material or English handbook put it in the beginning of

material. Actually we can use many interesting media to teach them those English skills.

For example by using English songs, movies, or maybe chats in interesting English

language.

By watching English movies as one of the teaching learning media in English

lesson helps to increase the students’ sensibility in hearing sense and participation. It is

because movies are very interesting and the students at all ages like it. There are stories to

follow and observe. It will make the teaching learning process getting more interested and

enjoyable for both teacher and students.

By the facts above, that is one reason why the researcher expected one new

way to teaching listening, the alternative technique, motivating the students to learn

English and can be useful for those who are interested learning and teaching listening.

Moreover MTs Probolinggo is one of develop junior high school in this town. So, the

students need to behave and learning English by the way they like is more helpful for

them, in this case by watching movies.

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1.2 Research Problem

The writer meets some problems that appear in using English Movies as media to

improve students’ listening skill. Here they are:

1. Is Watching English movie able to improve students’ listening skill?

2. Is Watching English movie effective to students’ listening skill?

1.3 Purpose of the Study

Considering the problems above, the study is oriented towards the following

purposes:

1. To find out whether watching by English movies to improve the students’

listening skill.

2. To find out the efficiency of watching English movies to improve the

students’ listening skill.

1.4 Significant of the Study

Listening is one of aspects in learning foreign language, including English. For

many students, listening is very difficult skill to be acquired. So that, teacher has to get

right media in improving students’ listening skill.

English movie is one of the Medias which are very good to be used to improve

students’ listening skill. It could help sensitivity to students’ sense of hearing. The

influence of watching English movies is improving students’ listening skill, because they

can get involved, they feel the situation happen in the movie and they can learn the

language contextually. Many teenage students like to watch movie, not excepted students

at MTs Nusantara.

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Practically, the significant of using English movies as a teaching English media

for the students of MTs Nusantara, the students will know the importance of understanding

the movie overall, as good as the local movies they saw. They will study listening better in

this way, because they didn’t fell studying, they just enjoying they learning while watching

movies. Here they can practice their listening ability, enrich the vocabulary and know how

to use English for communication, real communication. For the teacher, this new media

will enrich their alternative way in teaching English. The teacher can use way as the

interesting way to teaches listening English and how to apply it in real communication.

For the researcher, teaching listening skill through watching movies will provides new

educational research improve the quality of education in the future.

1.5 Scope and limitation of the study

Because limitation of the time and references the researcher only takes two

variables to study. The first is the effectiveness of watching English movies on improving

students’ listening skill. And the scope is limited to the eighth grade students’ of MTs

Nusantara Probolinggo, which is on the way to became international standard school,

which consist of 28 students.

1.6 Definition of key terms

1. Listening is conscious attention to the message of what is said (Shelagh

Rixon: 1986). In this paper, what is meant by watching English Movies by

students of MTs Nusantara Probolinggo at the eighth year.

2. Listening skills is students’ ability of understanding the plot of the story, the

vocabulary use on the language.

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3. Watching movies, is a progress to observe the movies scenes provide by the

researcher to know what is the scene about.

4. Teaching listening, is teaching the students listening skills to understand what

they had heard and give the response as the purpose or as ordered.

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CHAPTER II

Review Related to Literature

2.1 The curriculum of English Junior High School

The curriculum of English in Junior High School at seven grade students of

MTs Nusantara Probolinggo is related the standard competence is to understand the

meaning of transactional and interpersonal short and simple conversation to get

connected to the closes environment interaction. The based competence are giving

response to the meaning of transactional (to get the things done) and interpersonal

(socialization) short and simple conversation accurately, fluently and acceptable to get

connected in an interaction with the closes environment which is involving act and

speech: asking, giving, rejecting help, asking, giving, rejecting things, asking, giving,

rejecting argument, and offering / taking / rejecting something. Some indicators that

prove the teaching learning process are well done; the students are unable to (1)

responding the asking, giving, and rejecting utterances; (2) responding the asking,

giving, and rejecting things; (3) responding the asking, giving, and rejecting information;

(4) responding the asking, giving, and rejecting argument; (5) responding the asking,

giving, and rejecting offering. The allocation of time available for this point is 8 X 40

minutes. The source of the material can be taken from some media such as CD’s, Proper

text script, recording, picture, things model, environment, internet and book or

worksheet.

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2.2 The meaning of listening

Listening is one of the language skills, in the case the writer quoted the

definition of listening from:

Kamus Besar Bahasa Indobesia:“Mendengarkan (memperhatikan) baik-baik apa yang diucapkan atau dibaca

orang.”

Oxford Advanced Learner’s DICTIONARY:To pay attention somebody/something that you can hear, to take notice of what

somebody says to you so that you follow their advice or believe them.

Ana Maria Schwartz stated on “Listening in a Foreign Language”“Listening can be described as an on-going series which occur within the

listener.”

The listening activities develop a wide variety of listening in details, and

inferring meaning from the context. These exercise often require completing an

authentic task while listening, such as taking missing words in completion items, text

of the song or taking telephone massages. The recordings on the class cassettes contain

both scripted and unscripted conversation with natural speech pauses, hesitation and

interruption that occur in real speech.

Listening is very important part of learning English. It could be seen on the

following statement.

“The important of listening in language teaching can hardly be overestimated.

Through reception, we internalize linguistic information without which we could not

produce language. In classroom, students always do more listening than speaking.

Listening competence is universally “larger” than speaking competence. Is it any

wonder, then that is recent years the language teaching profession has placed content

emphasized on listening comprehension?” (Brown, 1994:233)

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“Listening as a major component in language learning and teaching first hit

spotlight in the late 1970’s with James Asher’s (1977) work to Total Physical

Response, in which the role of comprehension was given great quantities of language

to listen to before they encouraged to respond orally. Similarly, the natural Approach

recommended a significant “silent period” during which learners were allowed the

security of listening without being forced to go through the anxiety of speaking before

they were “ready” to do so” (Brown, 1994: 234)

2.3 The goal of listening

Listening can be characterized as problem solving activities involving the

formation hypothesis, the drawing of inference, and the resolution of ambiguities and

uncertainties in the input through the generation of “mages” (as a set of items: sensory,

emotional, temporal, relational, purposive or verbal in nature) or as Rost’s (1991:90)

view the goal of listening is.

“… to generate the intended image from the input and react appropriately…”

But, the effect of prior knowledge and context also seem to be instrumental in

listening in listening test, such as Rixon (1986:213) say that.

“Listener constructs meaning by recognizing their previously acquired knowledge to accommodate new information and concept.”

2.4 Aims of listening

According to Sheath Rixon (1986:1), the aim of teaching listening

comprehension is (or should be) to help learners of English cope with listening in real

life, but there is large variety of different types of listening in real life.

Rixon (1986:2) mentions some in which listening is important,

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1. Listening to announcement in stations, airport, etc

2. Listening to the radio

3. Participating in a conversation face to face

4. Watching a film, play or TV

5. Participating in a meeting, seminar or discussion

6. Taking a part in a lesson

7. Listening to talk or lecture

8. Eavesdropping on other people’s conversation

9. Participating in a telephone conversation

Rixon (1986:28) also differentiates between listening and hearing. There is an

everyday distinction between hearing and something and listening to it. Hearing is only

the recognition of sound, as we say,”I am sorry, I did not hear exactly what you said”.

Listening implies some conscious attention to the message of what is said, as when we

say, “Are you listening to me?”

Rost (1991: 3) proposes that in order to define listening, we can ask two basic

questions: What are the component skills in listening? And what does a listener do?

In terms of the necessary components, we can list the following:

Discriminating between sounds

Recognizing words

Identifying grammatical grouping of words

Identifying “pragmatic units” – experiments and sets of utterances which

function as whole units to create meaning.

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Connecting linguistic cues to paralinguistic cues (intonation and stress) and

to non-linguistic cues (gestures and relevant object in the situation) in order

to construct meaning.

Using background knowledge (what we already know about the content and

the form) and content (what has already been said) to predict and then to

confirm meaning.

Recalling important words and ideas

Rost (1994:4) says, successful listening involves an integration of these

component skills. In some case, listening is a coordination of the component skills, not

the individual skills themselves. This integration of these perception skills, analysis skills

and synthesis skills is what we will call a person’s listening ability.

Rost (1991:4) has also argued that even though a person may have a good

listening ability, he or she not always be able to understand messages, some conscious

actions is necessary to use this ability effectively in each listening situation. This action

that listener must perform is “cognitive” or mental, so it is not possible to view it

directly, but we can see the effect of this action. The understanding action for successful

listening is depending on the listener’s decision. The listener must make these kinds of

decisions:

What kind of situation is this?

What my plan for listening?

What are the important words and units of meaning?

Does the message make sense?

Successful listening requires making effective “real time” decision about these

questions. In this sense listening is primarily thinking process thinking about meaning as

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they listen. The way in which the listener makes these decisions is what we will call a

listening strategy.

Rost (1991:70) stated that there are four principles for developing listening

ability:

1. Listening ability develops through face-to-face interaction. By interacting

in English, learners have the chance for a new language input and the

chance to train their listening ability. Face-to-face interaction provides

stimulation for development of listening for meaning.

2. Listening develops through focusing on meaning and trying to learn new

and important content in the target language. By focusing on meaning and

real reasons for listening in English, learners can mobile both their

linguistic and non-linguistic abilities to master.

3. Listening ability develops through work on comprehension activities. By

focus on specific goals for listening. Learners can evaluate their efforts and

abilities. By having well-defined comprehension activities, learners have

opportunities for assessing what they had achieved and revised.

4. Listening ability develops through attention to accuracy and an analysis of

form.

By learning the perceive sounds and words accurately as they work on meaning

oriented activities, our learners can make steady progress. By learning to hear sounds

and words accurately, learners gain confidence in listening for meaning.

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2.5 Listening is an internal process

Like reading, listening is an internal process that cannot be directly observed. It’s

rather difficult to say what happens when we listen and understand others. Ommagio

(1986 in Persulessy 1986: 3) say that

Listening and reading are both highly complex process that draw on the knowledge of the linguistic code (language form), cognitive processing skill (the skill to process in the mind). Schome-based understanding (background knowledge), and contextual cues both within and outside the text.

2.6 The step of teaching listening

Generally, the teacher has to do the following steps:

1. Go first over the instruction with the class making certain that materials are

understood by all students.

2. Pronounce the words or phrases at least two times in a clear and distinct

voice and at normal speed.

3. Where the question precede the text, read the question twice in order to direct

the students’ attention. Then, read the entire text two.

4. With longer texts, it is advisable for the teacher to write guide question on the

board or dictate them to the students. The questions should require an

understanding of the general ideas, in the text rather than detailed knowledge.

The teacher then reads the text for the first time.

5. After giving the students enough time to answer the guide questions she/he

discusses the answer with them.

6. The teacher continues with more detailed question for the students to answer

either the written or al modality. Discussion follows the above.

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7. Other possible related activities for further intensive practice can be carried

out such as:

a. Summarize the passage orally

b. Formulate questions which the students will ask their classmates to

answer wit long or short response.

c. Write a short summary at home.

The possibilities of using each of the passage included in the text are infinite.

Some suggestions above maybe particularly pertinent for less students’ abilities n the other

language skill-speaking, reading and writing will also develop. At the time sometime they

will be able to understand on wide range of topics, which undertake the linguistic aspects

of listening comprehension.

Jack in (Persulessy, 1994:4) mention the model of the listening process includes

the following steps:

1. The listener takes in raw speech and holds an image of it in short-term memory.

2. The type of interaction act or speech event I which the listener is involved is determined.

3. An attempt is made to recognize what was heard into constituents, identifying their content and function.

4. As constituents are identified, they are used to construct proportions, grouping the proportions together to form a coherent message.

5. Relevant script to the other particular situation is recalled.6. The goals of the speaker are inferred through reference to the situation the

script and the sequential position of the message.7. An illocutionary meaning is assigned to the message.8. This information is retained and acted upon, and the form in which it was

originally received is deleted.

2.7 Decoding

Decoding is the process of trying to understand (comprehend) the meaning of a

word, a phrase or a sentence.

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The process in decoding (comprehending/understanding) are:

a. Hold the utterance in a short term memory.

b. Analyze the utterance, is what is said by any one person says before or after

another person begins to speak or something said or emitted as a vocal

sounds. For example, “yeah!” (One word), “have you done your

homework?” (One Utterance). “you raise me up, so I can stand on

mountain”.(More than one sentence) into segments (chunk). Chunk is

constituent is part of utterance, for example: “Because of the rain he was

late.” The sentence has two chunks (part), because of and I was late. Besides

analyze the utterance also identify:

i. Word is meaningful unit of language sounds. A meaningful sound or

combination of sounds that is a unit of language or its representation in a

text.

ii. Clause is group of words that contains a subject and a verb.

iii. Proportion/prepositional meaning is basic meaning of

sentence/utterance.

iv. Concept is meaning of words

v. Illocutionary meaning is effects of the utterance to the listener/reader.

For example: ‘I am thirst” (utterance) has two meanings to show the

physical state of the speaker (as prepositional meaning) and the function

of language to request for something to drink (as illocutionary meaning).

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2.8 Teaching listening

As you contemplate designing lesson and techniques that are exclusively for

teaching listening skill, or that have listening components in them, a number of special

characteristic of spoken language need to be taken into consideration. Second language

learners need to pay attention to such as factor because they highly influence the

processing of speech and can often block comprehension if they are not attended to. In

other hands, they can make the listening process difficult. The following characteristic of

spoken language is adapted from several sources (Dunkel, 1991; 1983; Ur, 1984)

1. Colloquial LanguageLearners who have been exposed to standard written English an/or “text book” language sometimes find it surprising and difficult to deal with colloquial language, idioms, slang, reduced forms, shared cultural knowledge are all manifest at some points in conversation.

2. Rate of DeliveryVirtually every language learner initially thinks that native speakers speak to fast! Actually, as Richard (1983 in Brown, 1994) point out:The number and length of pauses used by speaker is more crucial to comprehension than sheer speed. Learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and at times, delivered with few pauses. Unlike reading, where a person can stop and go back reread something, in listening the hearer may not always have the opportunity to stop the speaker, instead, the speech will continue flow.

We can use many literary to find out the best technique for teaching listening. It

will helpful for you to think in terms of several kinds of listening performance that is, what

your students do in listening technique. Sometimes these types of performance are

embedded in a boarder technique or task and sometimes they are themselves the sum total

of the activity of a technique. The one of type classroom listening performance is reactive.

Sometimes you simply want a learner to listen to the surface structure of an

utterance for the sole purpose of repeating it back to you. While this kind of listening

performance requires little meaningful process. It is nevertheless maybe a legitimate even

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though a minor, aspect of an interactive, communicative classroom. This role of the

listener as merely a “tape recorder” (Nunan, 1991b:18) must be limited, otherwise the

listener as a generator of meaning does not reach fruition. About the only role of that

reactive listening can play in an interactive classroom is in brief choral or individual drills

that focus on pronunciation.

2.9 Teaching Media

Teaching media is something designed to give help in teaching, to ease the

teacher transfer the knowledge to the students. Fundamentally, in teaching and learning

process, both instructional component and lesson planning are important component. We

believe that these will be helpful for both the teachers and the students in the teaching and

learning process to gain the aim of study.

There are some kinds of teaching media:

a. Pictures e. Replica

b. Audio f. Cassette

c. Video films g. Games

d. Projector h. Script, etc.

In this study the researcher use video films that run in front of the classroom by

using audio video tools at the language laboratory. This is to make the study running well

to get the best result. The English movies are:

a. Ratatouille

Starring : Patton Oswalt, Lou Romano

Directed by : Brad Bird

Written by : Jan Pinkava

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Producer : Brad Lewis

b. Finding Nemo

Starring : Albert Brooks, Ellen de Generes, Alexander Gould

Directed by : Andrew Stanton

Written by : Andrew Stanton, Bob Paterson

Producer : John Lasseter, Graham Walters

2.10 Previous Study

Movie is one of the new media used by the teacher to teach listening for the

students which learn English as foreign language. Movie or video can enhance listening

comprehension by providing learners with contextually rich, high interest, authentic and

culturally appropriate communicative situations (Schwartz, 1998:46). Because of it the

teaching learning process can be run well. The teacher provides something the students

like.

But, by “showing a movie” will not of itself lead to leaps in proficiency or

cultural awareness. Movie not comprehensible to language learner-teacher must design

the task which easy to understand for them. Second language video materials fall into

two categories: material which are designed and produced for pedagogical purposes, and

authentic materials produced by native speakers for the consumption of fellow native

speakers (Burkart, 1998: 47). So, we need to choose the best materials for our students to

reach the best achievement.

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CHAPTER III

Research and Methodology

This chapter consists three parts. The first part is a research design; the second

is the setting and the subject, the third is research instrument, the fourth is data

collection, and the fifth is data analysis techniques.

3.1 Research design

The research design of this study was a classroom action research (CAR) which

develops a model of portfolio assessment in assessing the students’ writing skill.

Kasbolah and Sukaryana (2001:15), stated that the characteristics of CAR are: (1) it is

done by the teacher him/herself, (2) it starts from the factual problem that appears in the

teaching and learning process, (3) there are some actions which are needed to improve

the teaching and learning process, and (4) it can be done collaboratively.

In this study, CAR is carried out to solve practical problems encountered by the

students when they are writing a paragraph. In reference to the result of pre-test, the

problems encountered by the students when they made a paragraph were concerned with

content, grammar, diction, spelling and punctuation. Those problems are solved by using

a model of portfolio assessment strategy.

As classroom action research, this study followed the design of Kemmis and

McTaggart (in Kasbolah and Sukaryana, 2001) in which cycle consists of four steps:

Planning of action, implementing of action, observing and evaluating and analysis and

reflection. The four main steps were preceded by reconnaissance (preliminary study) and

analysis and identification of problem.

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3.2 Research Subject

This research was conducted at eighth grade of MTs Nusantara, Probolinggo.

In line with the focus of this study, the subject observed were the teacher who taught

English by using pictures for teaching speaking.

The research area of this study was at MTs Nusantara, Probolinggo. This

school was selected because this junior high school is the one of developing junior high

school in this town. MTs Nusantara, Probolinggo in the eighth year class has 28 students.

3.3 Research procedure

According to Mistar (2006) in conducting a classroom action research (CAR),

two steps-preparation and application-are involved. This classroom action research was

conducted by using of the cycles process. The researcher started the study with

preliminary observation in search for identifying the real problem in the teaching

learning. The activities in the preliminary study were conducting an observation in the

classroom. The result of these collecting of data was used as consideration in planning

the action to be applied. Next, the researcher conducted the study following the

procedures consist of planning, action, observing and reflection.

3.3.1 Classroom Action Research Preparation

In this step, a preliminary study is carried out as follow:

1) Identifying any problems encountered by the students in listening. The

identification of the problem is done through test and questionnaire.

2) Analyzing the quality of the problems

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3.3.2 Classroom action research application

After conducting a preliminary study in order to identify the real problems

in the teaching of the listening skills as well as the assessment of students’ skill

and motivation, the researcher conducted the study by following the procedure of

the action research starting from planning the action, followed by action,

observation and reflection. In this step, all cycles are used to solve the same

problems that have been found through the pre-test, which is related with the

student basic listening ability, then continued to the next step. If the problems are

not solved yet, the following cycles should be continued with its revised

planning, re-implementation, re-observing and re-reflecting until the criteria of

success are satisfied.

3.3.2.1 Planning the action

In this step, the researcher set up the overall plan concerning the

action that would be implemented. The plan covered the activities in

designing portfolio assessment plan and determining the criteria of

success.

1) Designing Listening Assessment Plan

The researcher followed the steps on doing this study. They were:

a. Identifying Teaching Goal to Teach Listening Using Movie Scenes

This is very important to state the goal using this kind of teaching

model. That is to ease the students in understanding contextual

used language spoken, besides that by using this media is to attract

the students motivation.

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b. Recognizing the Teach Listening Using Movie Scenes to the

Students

The researcher not all at once gives to students teaching listening

by this media, but the researcher did it in steps. So, they can

accept it well.

c. Determining Movie Scenes Used.

The movie scene using to teach must also fits them and easy to

understand by the beginner. In this case the researcher use

animation movie scenes, which is used simple vocabulary and

daily use language. It will behave them by analyzing the

contextual language used.

d. Explain to Them How to Improve Listening by Watching Movie

The researcher presented the movie scene to them, and gives them

opportunity to analyzing it for a while. The researcher also help

them to adaptation to this new media used by them by giving clear

vocabulary used by the speaker in the movie scene till they can get

the meaning of the movie scene served.

e. Designing the Test Form for Teaching Listening Using Movie

Scenes

In analyzing the students’ ability in listening, the researcher used

teaching listening test form. To determine whether the students get

the meaning of the language used by the movie scene progress

toward learning goals, the researcher matched the contents to

specific learning goals and objectives on a cover sheet. The

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students’ names were placed top left of the paper, the date at right

side of the form filled by some question for the students and

paragraph with some blanks words to enrich their vocabulary and

raising their listening awareness.

2) Determining the criteria of Success

The criteria of success of this study were emphasized on the listening

process and the test result. Those criteria are determined as follows:

a. The students get the meaning of the conversation happen in the

movie scene.

b. The students are actively involved in the teaching listening by

using movie scenes.

c. The students are motivated and enthusiast to follow the process of

teaching listening by using movie scenes strategy.

d. The average number of understanding language from a movie

scene by the student is 70%. So, they can understand what the

movie scene talking about.

By the end of these processes, the students should achieve the

standard score, which is 70; if it is not, it means that the researcher should

do the following cycle.

3.3.2.2 Implementation of the Action

In this study, the researcher implemented the proposed strategy by

referring to the teaching listening plan designed before and observed

the activities done in the class. The teaching listening test assessment

strategy is carried out in the classroom according to the existing

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schedule of writing class. In this stage, the researcher must obey what

he had set up in the planning stage.

During the implementation of the teaching listening test

assessment strategy in the classroom, the researcher plays a role as a

facilitator to whom the students consult their problems. The teaching

schedule is shown in table 3.1.

Table 3.1 Schedule of the Classroom Action Research.

No ActivitiesTime

Day Date

1

2

3

4

5

Preliminary study

Analysis and preparation

Cycle 1

a. Meeting 1

b. Meeting 2

c. Meeting 3

Data Analysis

Reporting the findings

Monday

Wednesday

Monday

Wednesday

Monday

Wednesday

Monday

April 5th

April 7th

April 12th

April 14th

April 19th

April 21st

April 26th

3.3.2.3 Observation

This stage is the process of recording and collecting data about

any aspects or event which happened during the implementation of

the action. The observer observed the teaching and learning and the

assessment process focusing on the activities done by the teacher and

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the students. The teacher and students’ activities during the

implementation of the strategy were evaluated using the instrument

that had been developed previously.

In evaluating the process, a product evaluation was also applied.

In this case, the students’ listening test were collected and scored.

In order to get an accurate and reliable result, in this part it was

necessary for the researcher to specify kinds and source of data. Based

on the kinds and the source of data, the researcher prepared the

instrument and technique of data collection.

1) Kinds and sources of Data

Kinds of data collected in this study was qualitative. The qualitative

data was the result of the observation concerning to the researcher’s

planning, assessment process which include the activities of both teacher

and students, evaluation and also students’ portfolios collected during the

assessment activity.

The data collections were obtained from some sources, such as

follow:

a. The daily self and peer-assessment sheets filled by the students;

b. The contents of the students’ portfolio testifying to their progress

in the writing skill development;

c. The researcher’s evaluation of the students’ progress;

d. The researcher’s observation, and

e. The interview conducted after the implementation.

25

2) Instrument and Technique of Data Collection

The variety of instruments were used in carrying out this study, they

are:

a. Observation sheet

It was used to watch closely and note the classroom events. In

recording the activities during the implementation of teaching

listening assessment, the researcher observed the teacher’s and

students’ activities by using the observation sheet used in this study.

b. Field notes

They were to record some essential features of the teaching and

learning activities in the classroom that can not be covered by

observation sheet.

c. Interview guide

It was used to interview both teacher and students concerning the

application of portfolio assessment procedure in writing. The result of

the interview was useful to reveal the strengths and the weakness of

the implementation of the teaching listening by using movie scene in

improving students listening ability.The description of activities and

the instruments are presented in table 3.2.

26

Table 3.2 The description of activities and the instruments

ActivitesAssessment

InstrumentsProcess Product

Introducing the

idea of teaching

listening by

using movie

scene

Students’ activities in the

teaching and learning

process in understanding

the concept of teaching

listening by using movie

scene.

Observation sheet

Field note

Teaching

listening by

using movie

scene process


teaching learning process

by using movie scene.

Observation sheet

Field note

Teaching

listening test.


listening test by listening

movie scene

The students’

listening test

form.

Observation sheet

Field note

3.3.2.4 Reflection

The reflection stage actually covers two processes, those are the

process of analyzing and reflecting on the data obtained through the

reflecting stage.

27

1) Analyzing Data

The qualitative data obtained during this study were classified and

analyzed in certain orders. The data obtained provided the description

about the assessment process, the students’ test result and the students’

participations. Here are the following procedures of data analysis were

conducted:

a. Data Classification

The collected data were grouped on the basis of their forms in the

sense that the data obtained from the students’ test result were

distinguished from those obtained from the field notes and so on.

b. Data Presentation

The data presentation was based on the result of the observation, field

notes, test/assessment, and the collection of the students’ test result.

2) Reflecting Data

The reflection stage was the process of giving judgment and responses

to the action. The researcher analyzed all the data obtained and compared

the result of analysis with the criteria of success. If the results of test

result meet with the criteria of success, the classroom action research

should be stopped. If not, the strategy should be revised; the revised

strategy becomes a revised plan of another cycle of action research.

The whole explanation about classroom action research can be

visualized as follows:

28

Figure 1. Classroom Action Research Procedure(adapted from Kemmis, and Taggart in Kasbollah And Sukaryana, 2001)

29

ReconnaissanceObserving the

teaching and assessment of writing

Interviewing the teacher.

Analysis and IdentificationStudents have low

motivation in writing.Product-oriented

evaluationTeacher have problem in

exploring alternative assessment.

PlanningPeparing portfolio assessment strategy used in assessing students’ writing skill.

Preparing instruments.Determining criteria of success.

ImpelentingIntroduction the idea of portfolio assessment.

Specifying the portfolio contentsGiving clear and detailed guidelinesGuiding students in writing process.Giving encouraging feedbackGuiding students in self and peer assessment process

Guiding sharing conference and students-teacher conference.

ObservingTo observe the portfolio assessment process by using instruments prepared.

The observation is addressed on both teacher and students’ activities.

ReflectingTo observe the activities happened in the implementation of portfolio assessment.

Reviewing whether there is a difference between what had been planned and what was going in the implementation or not.

Revising the plannedBased on the result of the reflection, it is necessary for the teacher and collaborator to revise the plan according to drawbacks found in the previous implementation.

Unsucessful

STOP Cycle N

Success

CHAPTER IV

Findings and Discussion

This chapter deals with the research findings obtained through the instruments used

during the research. Then, the research findings will be taken into discussion to answer the

research problems.

4.1 Research Findings

In carrying out the portfolio assessment activities in writing in the Classroom Action

Research, the researcher utilized some steps, they are : Preliminary study, Analysis and

Preparation, Action, Data analysis, and Reporting the findings

4.1.1 Prelimimary Study

a. Identfying any problems

This study was conducted by interviewing the English teacher and students on

eight grade of MTs. Nusantara about their problem in teaching – learning activity

especially in listening skills. The result of the interview was as follows:

Researcher : How is the students’ ability in listening skills?

Teacher : Yeah, some of them are good and the others are low.

Researcher : Do you have problem or difficulties on teaching them of listening

skills?

Teacher : Yeah, that is right. I face many problems. There are How to

arouses their enthusiasms to listening the new vocabulary, how to

train them in using the new vocabulary in the contextual speaking

30

listening. But, the most important thing for me is, how to improve

their listening ability.

While mostly the students’ problems are they were thinking that the most difficult

things in English is listening skill. Because the students had to think hard about

listening, such as mastering new vocabulary, difficult pronunciation served and high

speed listening media.

b. Analyzing the Quality of Problem

In this study, the researcher tried to analyze what the researcher got from the

interview before and analyze what should he do in the classroom research. In the

result of interview above, many of the students were not eager on writing because

they got difficulties on how to be a good listener, how to understand the words

spelled, and the use of it contextually.

4.1.2 Classroom Action Research Application

In this study, the classroom Action Research Application did in some steps,

there were as follows:

4.1.2.1 Planning

After knowing the problems, the researcher and the teacher tried thinking

hard how to overcome these problems. So, we (researcher and teacher) decided

the duration of action, the theme to be studied and also the subject.

a. Designing Teaching Listening Process and test

The preparation also deal with the programs to be carried out which include the

preparation of teaching listening by using movie scenes. The teaching learning

process conducted into four steps: introducing, pre-listening test, whilst teaching

listening test and post test. The written text of the movie scene dialog given in the

31

beginning to ease the student adapts the situation. Moreover, the researcher gave

the students examples of how fill the test by listening the movie scene.

b. Determining Criteria of Success.

To know the progress of the students of teaching-learning process, the

researcher should determine the minimum standard score that must be achieved by

the students to be said succeed on this theme.

The criteria of success of this study were emphasized on the listening process

and the test result. Those criteria are determined as follows:

a. The students get the meaning of the conversation happen in

the movie scene.

b. The students are actively involved in the teaching listening by

using movie scenes.

c. The students are motivated and enthusiast to follow the

process of teaching listening by using movie scenes strategy.

d. The average number of understanding language from a movie

scene by the student is 70%. So, they can understand what the movie scene

talking about.

By the end of these processes, the students should achieve the standard score,

which is 70; if it is not, it means that the researcher should do the following cycle.

4.1.2.2 Implementation of the Action

This section presented the description of portfolio activities in each

meeting.

32

4.1.2.2.1 Meeting 1

This observation was conducted at April 12th, 2010. There were 28

students. The activity was divided into five components; there were:

Pre Activity, Whilst Activity, and Post Activity. After those activities,

the researcher continued to the observation, and reflection.

a. Pre Activity (15 minutes)

The teacher entered the class with the researcher and the students gave

greeting of them. First, the teacher introduced the researcher to the students

and the researcher sat in the back row to observe the teaching learning

process.

Teacher came into the classroom and had an interpersonal dialogue and

checked the students attendance list like usual. The teacher is involving the

researcher into the classroom situation, and introduced to the students.

b. Whilst Activity (45 minutes)

The researcher introduces the new teaching media, movie scenes. The

student are eager to know and trying this new method to improve their

listening ability. Then the researcher plays a movie scene by giving the

explanation how the teaching listening is conducted. The researcher also

said the goals and the benefit of learning listening contextually. After the

first movie scene the researcher let the student catch something from the

second play without any explanation. To get the students clear description

about their ability the researcher gives they question, orally about the movie

scene. The researcher also encourage the students to listen carefully what

33

the player said in a scene or when he did something, then ask to the students

what is the player said in that time. It is repeated twice so, the researcher

really certain about it.

c. Post Activity (20 minutes)

After all, they understood what the researcher meant, the researcher

gave them a piece of test form, which is contained some incomplete sentences

based on the movie scene. But, first before the movie scene played, the

researcher gave the explanation about the test form served and the movie about

to play. Next, they tried to complete the sentences by watching the movies.

Completing sentences is the lowest test given to them before they do answering

question about the movie scene. Because of the limited time, the researcher

ended the meeting by gave the students a suggestion how improve their

listening ability by watching movies in their house. Beside that, the researcher

also gave them a question sheet to be answered by the students at home.

4.1.2.3 Observation

After conducting the first meeting, the researcher tried to observe the whole

activity in the first meeting. In this meeting, many of students still got

difficulties about the listening new vocabulary without explanation first, and

high speed spelling words in the movie scene in Ratatouille and many others.

Beside that, the class’ condition was a little bit noisy that was caused by they

are attracted to the movie scene and ignoring the words spelled.

4.1.2.4 Reflection

After all, the researcher analyzed and gave scoring to the students’

assignment which given in the first meeting compared with the criteria of

34

success. If their score met with it, the observation must be stopped. Here were

the results of first meeting.

Table 4.1.2.4.1 Students’ score

No NameCollecting the task

Score NoteYes No

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Abu Rizal T.P

Adi Irawan

Agung D.C

Amrullah

Anisatul M.

Diana Asmawati

Doni Ariyadi

Endang Hartini

Erik Eriska

Faridatul K.S

Firman Nur R

Hendrik S.

Himami H.

Ike Wahyuningsih

Imam Syafii

Indah Rahmawati

Intan Aprilia

Lailatus Salama

M. Fahur Rosi

Miftahul Jannah

Moch. Iqbal Arif

Nur Azizah

Putri Wulandari

Saiful Rizal

Syaiful Rohman

74

74

-

44

50

C

-

B

-

-

C

-

B

B

C

D

D

-

D

C

-

-

C

C

-

They had low

attention to the

words, language

used in the

movie scene.

Need more

adaptation.

35

26

27

28

Uswatun Hasanah

Vindika Afandi

Yuliyatin

B

-

D

16 (51 %) 12 (49%)

Table 4.1.2.4 .2 Students’ opinion about listening

DescriptionF N Percentage

Question 1. Is Listening Difficult?Answer

a. Yesb. No

1711 28

60.5 %39.5 %

Total 28 28 100 %

From the table above, we knew that there were 17 students or 60.5 % said that

listening was difficult and 11 students or 39.5 % said that writing was not so difficult.

Table 4.1.2.4..3. Students’ opinion about new method

DescriptionF N PercentageQuestion 2. Do you like teaching listening by

watching movies ?Answer

a. Yesb. No

1315

28 46 %54 %

Total 28 28 100 %

From the table above, we knew that there were 13 students or 46 % of students in

MTs. Nusantara said that they liked this method and 15 students or 54 % said that they

did not like this method.

Table 4.1.2.4.4. Watching movies improve listening ability

DescriptionF N PercentageQuestion 3. Does watching movie scene improve

your listening ability?Answer

a. Yesb. Noc. Sometimes

13114

2846.4 %39.3 %14.3 %

Total 28 28 100 %

36

From the table above, we knew that there were 13 students or 46.4 % of students

in Mts. Nusantara said that watching movies scene helped them in improving listening

ability, 11 students or 39.3 % said that it did not help them on doing writing and 4

students or 14.3 % said that it helped them sometimes.

Table 4.1.2.4.5. The students feeling on the use of movies scene by teacher

Description

F N PercentageQuestion 4. Do you feel happy, fun and enjoy if

teacher used the movie scene in teaching-learning process?

Answer:a. Yesb. Noc. Sometimes

1396

2846.5 %32.1 %21.4 %

Total 28 28 100%

From the table above, we knew that there were 13 students or 46.5 % of students in

MTs. Nusantara felt happy, enjoyed and fun if teacher used the movie scene on teaching-

learning process, there were 9 students or 32.1 % who said that No and they were 6

students or 21.4 % who said that sometimes it could make them happy, enjoy and fun

and sometimes not. It was depend on the theme that they were talking about.

Table 4.1.2.4.6 The method could make them eager in listening

Description

F N PercentageQuestion 5. Do you think that by using this

method, It could motivate or make you eager in listening?

Answera. Yesb. No

1414

28 50 %50 %

Total 28 28 100 %From the table above, we knew that there were 14 students or 50 % of students

in MTs. Nusantara thought that by using this method, it could motivate them in doing

listening assignment and 14 students or another 50 % said that No.

37

4.1.2.5 Re-Planning

After knowing that in the first meeting the students’ score did not meet with

the criteria of success and it was caused by students’ confusing, the researcher

and teacher did the Re-planning for the second meeting to make it better.


On designing teaching listening by watching movie scene, the researcher did

not change the design, he only gave more attention to the students and giving

explanation and using of the instrument to the students how to use it properly.

The preparation also deal with the programs to be carried out which include the

preparation of teaching listening by using movie scenes. The teaching learning

process conducted into four steps: introducing, pre-listening test, whilst teaching

listening test and post test. The written text of the movie scene dialog given in the

beginning to ease the student adapts the situation. Moreover, the researcher gave

the students examples of how fill the test by listening the movie scene.


On determining of success, the researcher and also teacher did not want to

change the criteria of success. We were sure that the students capable to achieve it

that was 70 for the minimum score.

4.1.2.6 Meeting 2

This second meeting was conducted at March 14th, 2010. There were 28

students. The activity was divided into five components; there were: Pre

Activity, Whilst Activity, and Post Activity. After those activities, the

researcher continued to the observation, and reflection.

38

a. Pre-Activity

First, the teacher does what he always does in the beginning of study that

is apperception. After that, he review the topic discussed before. He also

asked the questionnaire sheet that had been given in the first meeting to be

collected.

b. Whilst Activity

After that, the teacher and researcher asked them to watch the first movie

scene in this second meeting. At the end of the play the researcher explained

the previous movie scene and asked some question orally. Because some of

the students still had some difficulties in understanding the movie scene, the

researcher played it for second time, this time the students got more

enthusiastic and paid more attention to the movie scene, though some

students had difficulties on some vocabulary.

The next movie scene played after the explanation and question about the

first movie scene. The students little bit behave with this method. They

almost understand about the whole story, though they still felt hard to

remember the parts of movie scene. Some question also answered well by the

students. But, when they given a paper which is consist of incomplete

sentence some of they students could not fill it correctly. So, the researcher

played the movie scene again whiles the student finding the answer of

incomplete sentences.

39

c. Post Activity

At the last activity, the researcher composed seven groups of the students

in the classroom. Then the researcher asked them to note some question to

discuss together after the movie scene played and some explanation given. At

the end of the meeting the groups ordered to discussed it at home, the

researcher asked to all groups should collect it next week.

4.1.2.7 Re-Observation

After conducting the second meeting, the researcher tried to observe the

whole activity in the second meeting. In this meeting, there were only some

difficulties that were faced by the students, but it did not matter because they

had eagerness to write and they looked enjoyed on doing the teaching-learning

process. It was all because they began familiar with this method.

4.1.2.8 Re-Reflection


assignment which given in the second meeting compared with the criteria of

success. If their score met with it, the observation must be stopped. Here were

the results of second meeting.

Table 4.1.2.8.1. Students’ score


Score NoteYes No

1

2

3

4

5

6

Abu Rizal T.P

Adi Irawan

Agung D.C

Amrullah

Anisatul M.

Diana Asmawati

B

B

C

B

B

B

40

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

Doni Ariyadi

Endang Hartini

Erik Eriska

Faridatul K.S

Firman Nur R

Hendrik S.

Himami H.

Ike Wahyuningsih

Imam Syafii

Indah Rahmawati

Intan Aprilia

Lailatus Salama

M. Fahur Rosi

Miftahul Jannah

Moch. Iqbal Arif

Nur Azizah

Putri Wulandari

Saiful Rizal

Syaiful Rohman

Uswatun Hasanah

Vindika Afandi

Yuliyatin

C

B

D

C

C

D

B

B

C

D

D

C

C

B

D

C

B

B

C

B

B

C28 (100 %) NIHIL

Before going home, the researcher gave them once more a questionnaire sheet

that should be answered by them and collected also in the next meeting. Here was the

description of the questionnaires sheet.

41

Table 4.1.2.8 .2 Students’ opinion about listening


Question 1. Is listening dificult ?Answer

a. Yesb. No

1018

28 35.7 %64.3 %

Total 28 28 100 %


listening was difficult and 18 students or 64.3 % said that writing was not so difficult.

Table 4.1.2.8.3. Students’ opinion about new method

DescriptionF N PercentageQuestion 2. Do you like teaching listening by

watching movies?Answer

a. Yesb. No

199

28 67.6 %32.4 %

Total 28 28 100 %

From the table above, we knew that there were 19 students or 67 % of students in

MTs. Nusantara said that they liked this method and 9 students or 32.4 % said that they


Table 4.1.2.8.4. Watching movies improve listening ability

DescriptionF N PercentageQuestion 3. Does watching movie scene improve

your listening ability?Answer

a. Yesb. Noc. Sometimes

2134

2875 %

10.7 %14.3 %

Total 28 28 100 %


in MTs. Nusantara said that watching movies scene improve their listening ability, 3

42

students or 10.7 % said that it did not help them on doing writing and 4 students or 14.3

% said that it helped them sometimes.

Table 4.1.2.8.5. The Students Feeling on The Use of Picture By Teacher

Description


teacher used the portfolio method in teaching-learning process?


1837

2864.3 %10.7 %25 %

Total 28 28 100 %


MTs. Nusantara felt happy, enjoyed and fun if teacher used the portfolio method on

teaching-learning process, there were 3 students or 10.7 % who said that No and they

were 7 students or 25 % who said that sometimes it could make them happy, enjoy and

fun and sometimes not. It was depend on the theme that they were talking about.


Description



Answera. Yesb. No

199

28 67.9 %32.1 %

Total 28 28 100 %


MTs. Nusantara thought that by using this method, it could motivate them in doing

listening assignment and 9 students or another 32.1 % said that No.

43

4.1.2.9 Re-Planning

After knowing that in the second meeting some of the students’ score still

did not meet with the criteria of success and it was caused by organizing the

sentences in making sequence and also in doing self and peer assessment. So,

the researcher and teacher did the Re-planning for the third meeting to make it

better.

After knowing that in the first meeting the students’ score did not meet with

the criteria of success and it was caused by students’ confusing, the researcher

and teacher did the Re-planning for the second meeting to make it better.


On designing Portfolio Assessment, the researcher did not change the design,

He only gave more attention how to listen better, keep pace with the words spell

and understand to things said in the movie.


On determining of success, the researcher and also teacher did not want to

change the criteria of success. We were sure that the students capable to achieve it

that was 70 for the minimum score.

4.1.2.10 Meeting 3

a. Pre-Activity

This second meeting was conducted at March 19th, 2010. There were

28 students. The activity was divided into five components; there were:

Pre Activity, Whilst Activity, and Post Activity. After those activities, the

researcher continued to the observation, and reflection.

44

b. Whilst Activity

After collecting the questionnaire sheet and the second assignment,

we (the teacher and researcher) got surprise. They all did the homework

even though some of the students’ works still need some revisions. After

that, the researcher gave explanation to the students how to understand

better than before, how to keep pace with the words spelled in the movie

scene and the students listen to the researcher’s explanation very

carefully. The students had reach the highest attention since the first

movie scene played at the first movie played in the third meeting. Without

any explanation they also could fill the incomplete sentence given.

Although some students had not finished it well, and they need to

replayed to the movie scene to correct their incomplete sentence.

After finishing the first movie scene, the researcher gave the

students the next two movie scenes. By giving some explanation this time

the researcher give the students question test form. Fortunately they had

involved to the teaching learning process. So, they could answer they

question form test quite well, although it is the first time they did this test

model. The researcher asked the students to collect the form in front of

the class.

c. Post Activity

After doing those activities above, the researcher played the last

movie scene. Now, the student gave no explanation by the researcher.

They listen to the movie scene carefully and answered the question.

45

At the last they submit their paper test form. And the researcher gave

them a message, that by watching our favorite foreign movies, of

course which is used English as the language can improve our

listening ability, enrich our vocabulary and also new experience in

contextual words use.

4.1.2.11 Re-Observing

After conducting the third meeting, the researcher tried to observe the

whole activity in this meeting. In this meeting, the students had eagerness to

listening and they looked enjoyed on doing the teaching-learning process. It

was all because they really understood how to improve their listening ability

by watching movie scene.

4.1.2.12 Re-Reflection


assignment which given in the third meeting compared with the criteria of

success. If their score met with score of the criteria of success, the

observation must be stopped. Here were the results of third meeting.

Table 4.1.2.12.1. Students’ score


Score NoteYes No

1

2

3

4

5

6

7

Abu Rizal T.P

Adi Irawan

Agung D.C

Amrullah

Anisatul M.

Diana Asmawati

Doni Ariyadi

A

A

B

A

B

B

B

46

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

Endang Hartini

Erik Eriska

Faridatul K.S

Firman Nur R

Hendrik S.

Himami H.

Ike Wahyuningsih

Imam Syafii

Indah Rahmawati

Intan Aprilia

Lailatus Salama

M. Fahur Rosi

Miftahul Jannah

Moch. Iqbal Arif

Nur Azizah

Putri Wulandari

Saiful Rizal

Syaiful Rohman

Uswatun Hasanah

Vindika Afandi

Yuliyatin

B

D

B

B

D

B

B

B

B

B

B

B

B

C

B

B

B

B

B

B

C28 (100 %) NIHIL

Before going home, as usual, to know the progress of the students, the researcher

gave them a questionnaire sheet that should be answered by them and collected also in

the next meeting. Here was the description of the questionnaire sheet.

47

Table 4.1.2.12.2 Students’ opinion about listening


Question 1. Is listening difficult?Answer

a. Yesb. No

325

28 10.7 %89.3 %

Total 28 28 100 %


listening was difficult and 25 students or 89.3 % said that listening was not so difficult.

Table 4.1.2.12.3. Students’ opinion about new method

Description

F N PercentageQuestion 2. Do you like watching movie scene to

improve listening skill?

Answera. Yesb. No

262

28 92.6 %7.4 %

Total 28 28 100 %


MTs. Nusantara said that they liked this method and 2 students or 7.4 % said that they


Table 4.1.2.12.4 Watching movies scene improve students’ listening skill

Description

F N PercentageQuestion 3. Does watching movie scene improve

your listening ability??

Answera. Yesb. Noc. Sometimes

2521

2889.3 %7.1 %3.6 %

Total 28 28 100 %


in MTs. Nusantara said that watching movie scene improve their listening ability, 2

48

students or 7.1 % said that it did not help them on doing writing and 1 student or 3.6 %

said that it helped him sometimes.

Table 4.1.2.12.5. The Students Feeling on The Use movie scene

Description


teacher used the movie scene in teaching-learning process?


262-

28-

92.9 %7.1 %

-Total 28 28 100 %


MTs. Nusantara felt happy, enjoyed and fun if teacher used the portfolio method on

teaching-learning process, there were 2 students or 7.1 % who said that No.


Description



Answera. Yesb. No

253

28 89.3 %10.7 %

Total 28 28 100 %


MTs. Nusantara thought that by using this method, it could motivate them in doing

writing assignment and 3 students or another 10.7 % said that No.

49

4.1.2.13 Data Analysis

In carrying out the movie scene watching to improve the students’

listening ability, the researcher utilized some steps, they were (1) identifying

purpose of movie scene watching is to improve students listening skills, (2)

introducing the ideas of movie scene watching for listening, (3) specifying

movie scene content, (4) giving clear and detailed explanation in the use of

movie scene for improving students’ listening skill and (5) assessing the

listening test result and giving feedback student researcher conference.

The analysis of the improving students’ listening skill by watching

movies procedure was done by referring to the information that was obtained

from the observation checklist and the field notes. The information was about

the teaching listening using the movie scene activities in the class. In this

sense, the movie scene watching t improve listening ability procedure applied

in assessing students writing ability worked well even though there were

some problems in the first meeting. But since all the students knew how to

work by using movie scene to raising the bar, everything ran well. To get

additional information, the researcher also carried an interview to the teacher

and students.

4.1.2.14 Reporting the findings

After doing the data analysis, the researcher reporting the findings to the

teacher whether the students had been success to get the minimum of criteria

of success or not that made the researcher decide whether he should continue

to the next cycle of should stop. Fortunately, the data had been got were

50

shown that they had passed the standard minimum of criteria of success. So,

the researcher should stop the cycle on observing the student’ skill in

listening.

4.2 Discussion

Based on the result of the implementation, in this study, the procedure of using movie

scene in improving students listening skill had been done in five activities, they are : (1)

Preliminary

study, (2) Analysis, (3) Action, (4) Data analysis, and (5) Reporting the findings.

In this activity, the researcher tried to know what was the problem that was facing by

the students in learning English for writing skill and the teacher’s problem in teaching them

about the English in listening skill. The researcher got the data of their problem through the

interview with the student and also teacher. And their problems were writing was the most

difficult skill on learning English and how to make the students eager on doing listening.

After knowing the problems, the researcher tried to analyzed and set up or prepared what

should the researcher do to overcome these problems. So, the researcher discuss with the

teacher about his planned to teach the students by using movie scene. After getting approval

by the teacher, the researcher o prepared everything that would be needed in doing it.

After preparing everything that he would needed on teaching-learning process of

teaching listening by using movie scene, the researcher begin his observation by action that

were divided into three meeting.

In the first meeting, the researcher explained the importance of movie scene watching.

Since the movie scene watching in improving listening skill was something new to the

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students, it was necessary to introduce the idea of it clearly. The students were also

acknowledging about assessment tools.

The researcher continued to the purpose and focus of movie watching for listening

ability improving. To start the discussion, the researcher stimulated the students’ responses

with some question. In explaining the purpose of portfolio assessment, the researcher showed

the students a portion of students’ work over a certain time, how to improve, how to reflect on

how to evaluate their own in listening. After that, the researcher discusses the use of movie

scene watching to improve their listening ability..

It was done to make sure that all the students behave students to watching movies scene

as the media to improve their listening skill. But, on doing it, the researcher got some students

got difficulties on understanding and implementing what the researcher explained before. So,

the researcher gave guidance to all of the students who got difficulties by re-explaining and

showing the way how to use them. So that, they really behave students to watching movies

scene as the media to improve their listening skill and then they could do the learning-teaching

process smoothly. In knowing the progress of the students, the researcher gave them a

questionnaire sheet which asked them about listening skill and their opinion about watching

movie scene method in improving their listening skill. Every meeting done by the researcher

and the students by many improving in all sides of listening ability. Overall the students enjoy

and adapted well to this kin d of method

Knowing that, they had been liked of this method on listening activity and got no

difficulties, the researcher began giving them the optional task. They had to write their own

experience in the past and the topic was decided by them.

After doing the implementation that was consisting of three meetings, the researcher did

the data analysis to know whether the method of watching movie scene had make them

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improve their listening or not. If it worked and the minimum standard of criteria of success

had been reached, it meant that the method success and the observation should be stop. And

here were the results.

Tabel 4.2.1. Students’ score of watching movies scene to improve the students listening skills

No NameScore / meeting

1st 2nd 3rd

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

Abu Rizal T.P

Adi Irawan

Agung D.C

Amrullah

Anisatul M.

Diana Asmawati

Doni Ariyadi

Endang Hartini

Erik Eriska

Faridatul K.S

Firman Nur R

Hendrik S.

Himami H.

Ike Wahyuningsih

Imam Syafii

Indah Rahmawati

Intan Aprilia

Lailatus Salama

M. Fahur Rosi

Miftahul Jannah

Moch. Iqbal Arif

Nur Azizah

Putri Wulandari

Saiful Rizal

Syaiful Rohman

B

B

-

D

D

C

-

B

-

-

C

-

B

B

C

-

D

-

D

C

-

-

C

C

C

B

B

C

B

B

B

C

B

D

C

C

D

B

B

C

D

D

C

C

B

D

C

B

B

C

A

A

B

A

B

B

B

A

D

B

B

D

A

A

B

C

C

B

B

A

C

B

B

A

B

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26

27

28

Uswatun Hasanah

Vindika Afandi

Yuliyatin

B

-

D

B

B

C

A

B

B

Tabel 4.2.2. Students’ opinion

1st Meeting 2nd Meeting 3rd Meeting

Questionnaires F NPercent

ageF N

Percentage

F NPercent

age1. Is listening difficult ?Answer

a. Yesb. No

1711

28 60.5 %39.5 %

1018

28 35.7 %64.3 %

325

28 10.7 %89.3 %

Total 28 28 100 %2. Do you like watching

movie scene to improve listening skill?

Answera. Yesb. No

1315

28 46 %54 %

199

28 67.6 %32.4 %

262

28 92.6 %7.4 %

Total 28 28 100 %3. Does watching movie

scene improve your listening ability?


13114

2846.4 %39.3 %14.3 %

2134

2875 %

10.7 %14.3 %

2521

2889.3 %7.1 %3.6 %

Total 28 28 100 %4. Do you feel happy, fun

and enjoy if teacher used the movie scene in teaching-learning process?


1396

2846.5 %32.1 %21.4 %

1837

2864.3 %10.7 %25 %

262-

28-

92.9 %7.1 %

-Total 28 28 100 %

5. Do you think that by using this method, It could motivate or make

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you eager in listening?Answer

a. Yesb. No

1414

28 50 %50 %

199

28 67.9 %32.1 %

253

28 89.3 %10.7 %

Total 28 28 100 %

After analyzing and knowing the results, the researcher did reporting to the teacher

that there was good progressing on students for watching movie scene on teaching-learning

process for improving listening skills on learning English. So, the researcher thought that the

data had been enough and the score minimum of criteria of success had been reached. That

was why the researcher decided that the cycle should be stop.

4.3 Watching movies scene to improve students’ listening skill in Theoretical Perspective.

As Ana Maria Schwartz stated in Listening in a foreign language (1998) Listening

typically occurs in conjunction with visual information. Take an imaginary snapshot of

yourself right now, as you are and then examine the “picture” for clues of what is going

on; now add the audio ”Yes! The visual component plays a key role in understanding the

aural message. Video presents the viewer with information conveyed via aural and visual

channels. Rather than making competing demands for cognitive resources, each channels

seems to contribute to the processing effort in specialized but complementary ways: the

visual channel taps into bottom up process, focusing on details; and the aural channel taps

into top down processes, drawing upon information, or schemata, stored in memory.

The important things that the researcher found in this study was the students enjoyed

joining this study. It was caused by (a) they got a new experience in which they were given

a chance to improve their listening skill by watching movies, (b) behave with native

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speaker say in the movie scene, (c) understands more new vocabulary and its use in daily

life communication, (d) learn to listen language contextually.

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CHAPTER V

Conclusion and Suggestion

This chapter presents the conclusion and suggestions derived from the research

findings and discussion that is elaborate in proceeding chapters. The conclusion with the

model of portfolio assessment, the collection of the students’ work, students’ response toward

the method of using portfolio assessment in writing and the strength and weakness of the

model developed. Meanwhile, the suggestions are directed to the action to be done to follow

up the findings of the research.

5. 1 Conclusion

On the basis of the research finding of teaching listening by watching movie scene in

MTs. Nusantara only done three cycles. The conclusion can be drawn as follows as the answer

of the research question of this study.

1. The teaching listening by watching movie scene model consist of five interrelated stages,

they are;(a) Identifying Teaching Goal to Teach Listening Using Movie Scenes.

(b)Recognizing the Teach Listening Using Movie Scenes to the Students. (c) Determining

Movie Scenes Used as the media. (d) Explain to Them How to Improve Listening by

Watching Movie. (e) Designing the Test Form for Teaching Listening Using Movie

Scenes.

2. The implementation of teaching listening by watching movie scene requires the researcher

to follow the important procedures. In the initial action, the classroom activity is initiated

by introducing the concept of teaching listening by watching movie scene and the class

followed by giving clear and detailed explanation of the method. After that, the researcher

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discusses the test conducted related with the movie scene contents and how each of the

content will be assessed. Next, the researcher gives comments and encouraging feedback

through the use of the comment card. Finally, the researcher conducts conference in which

the students are encouraged finding their strength and weakness as a listeners.

3. The implementation of the watching movie scene for teaching listening is effective for

assessing listening skill for the student of Junior high school level especially in MTs.

Nusantara Probolinggo. The effectiveness of this assessment is indicated by the numerous

samples of students’ work in listening.

4. The students have positives response toward the use of watching movie scene assessment

in assessing listening competence. Besides, the watching movie scene can enrich the

students’ vocabulary, recognize better contextual language used.

5.2. Suggestions

To follow up the findings, some of suggestions are also made to be addressed to the

teachers, the students, the school principal and also the government.

1. To the Teachers

Considering that the method of watching movie scene can effectively assess the students’

listening skill, English teachers are recommended to apply this model as an alternative

means of teaching listening for the students. Besides, they are also suggested to socialize

this assessment model through teacher’s forum such as : Musayawarah Guru Mata

Pelajaran (MGMP), in serve training, workshop, or even seminar.

2. To the Students

In view of the advantages of watching movie scene to improve their listening skill that can

ease the student in their daily activity in the school especially in English lesson. Besides

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that, watching movies are favorite activity for some students’ moreover English movies

can increase their listening skill ability.

3. To the School Principal

Implementing watching movies demands an extraordinary commitment form all the

education of school components. It is suggested that the school principal should provide

the instrument and the resources to facilitate the implementation of this teaching strategy

in teaching listening.

4. To the Government

Initially, implementing watching movies in teaching movie scene, no doubt needs an extra

investment of time, effort, and also money, which easily causes resistance of negative

responses from teachers and / or students, especially form novice teachers or teachers who

hate making no changes. Therefore, training programs or workshop should be developed

by the government of educational organizations to help teachers understand the advantages

of using movies watching in learning foreign language and also direct or guide for the

teachers how to practice this teaching listening in their classroom activity.

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A Study on Teaching Listening Skill Trough Watching Movies at the Eighth Year Students of MTs...

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