Skripsi - Teaching Listening Skill Through Watching English Movie

TEACHING LISTENING SKILL THROUGH

WATCHING ENGLISH MOVIE (A Pre-Experiment Study at The Ninth Grade Students of

SMPN 6 Darangdan)

A RESEARCH PAPER

Submitted into English Education Programme

in partial fulfillment of the requirements

for the Sarjana Pendidikan Degree

Arranged By:

________________________________

ENGLISH EDUCATION PROGRAMME

SEKOLAH TINGGI KEGURUAN DAN ILMU KEPENDIDIKAN

STKIP SUBANG

2009

WATCHING ENGLISH MOVIES

TO IMPROVE STUDENTS’ LISTENING SKILL

(A Pre-Experiment Study at The Ninth Grade Students of

SMPN 6 Darangdan)

By:

____________________________

Supervisor I

______________________

Supervisor II

______________________

Approved by:

Chief of

STKIP - Subang

______________________

Head of

English Education Study Programme

______________________

To my parent who taught me to be more patient

“The best lesson is the abstruction in living that

has exceeded successful with resulteness,

soul and accurately”

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PREPACE

Alhamdulillahi rabbil „alamin, by the grace of Allah SWT who has given

his most generous motivation to the writer to complete this paper entitled

“Watching English Movies To Improve Students‟ Listening Skill to the ninth

grade students of SMPN 6 Darangdan Purwakarta.”

In her study, the writer has tried to focus on using the teaching aids, this is

English movies to help students easy to choose the dialy English expression

correctly by listening to the movies. The aims of writing this paper are: firstly, to

fulfill one of the requirements for the Sarjana Pendidikan examination; secondly,

to offer some of the possible teaching techniques of teaching listening.

The writer is aware of her weakness that paper is far from perfect,

therefore, she would greatly appreciate all comment, criticism and meaningful and

helpful suggestion.

Finally the writer hopes that her writing will be useful particularly to the

writer helpself and generally to the readers who are interested in this field of

study.

Purwakarta, February 2009

The Writer

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ACKNOWLEDGEMENT

Alhamdulillah, I have succedded in finishing this study, which has been

greatly improved by comments, corrections, guidance and ideas of many peoples.

It is hard to even begin to acknowledge personally all those who have had an

impact on my life and study during the making of this paper. In this occasion, the

writer would like to express her sincerest thanks to the following person:

1. Her beloved father, mother and daughters for their prayer, support and

encouragement to her to finish her study.

2. ______________________. Her supervisor who has given the writer

his valuable guidance, advice and help during the process of writing

this paper.

3. ______________________. Her supervisor who has given the writer

his valuable guidance, advice and help during the process of writing

this paper.

4. ______________________. Dean of STKIP – Subang.

5. Head of the English Departement of STKIP – Subang.

6. Cahya Andriani, S.Pd. Headmaster of SMPN 6 Darangdan, for

allowing her to do the research there.

7. The ninth grade students of SMPN 6 Darangdan.

8. Syarif Hidayat her beloved husben, for attention and support.

9. Bambang Sudjoko, A.Ma. Headmaster of SDN 3 Mekarsari where I

work.

All in all, her greatest and deepst debt is to Allah SWT, whose guidance

has enabled her to complete her study.

May Allah SWT bless you all. Amin yaa robbal „alamin.

Purwakarta, February 2009

The Writer

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ABSTRACT

The title of the research is “Watching English Movies To Improve

Students‟ Listening Skill

The aims of the research is to know whether listening to the English

movies can improve students‟ listening skill. The study is oriented towards: 1) to

find out the use of English movies as media can increase students‟ listening skill,

2) to find out English movies can improve the students‟ mastery of English

listening skill, and 3) to find out using English movies in improving students‟

listening skill significant.

In order to achieve the aim of research, the writer used Pre-Experimental

method. Pre-experimental design are not really considered model experiments

because they do not account for extraneous variable which may have influenced

the results. In this study, the writer took the students of SMP Negeri 6 Darangdan

as population. The samples would be the ninth grade students. There were three

classes and the writer took twenty students randomly from them as the sample by

lottere.

The data needed was taken from a test. The test is used to identify the

students‟ achievement. The test is objective test. In the term pairing items consist

of 10 items. After observing the data, that is the score of pre-test and post test. The

writer calculating the mark of t-value and at least gives the interpretation of the

calculation.

Data : The scores of pre-test and post test.

Analysing Data : The writer count the value of t, the formula used was:

M1 – M2

t = Sd12 Sd2

2

N1 N2

The writer used two groups as the sample, each group consists of 20

students, and the degree of freedom (df) is 19 for each group. Since the two

groups were chosen as representative subjects. The total df {(Ne-1) + }Nc-1) is

38. The t-observation is 5.894. This t-observation greater than t-critical (5.894>

1.684). Consequently, it is quite safe to reject the null hypothesis. It means that

the two groups have different scores on the post-test, and the difference is

statistically significant. So, this fact support the claim that students who were

taught listening by using English movies get better scores than those were taught

conventionally. The experimental teaching program can improve the students‟

listening skill effectively (227%) from that what they got in the pre-test, while

control group can improve the students‟ listening skill less than the experimental

group (155%).

The conclusion of this research is listen to the English movies contributes

the improvement of students‟ listening skill, makes English lesson live, make

change from the of teacher and text book, helps the students feedback has been

very positive and they are enjoying the benefit of English movies, so listening

practice becomes more effective. The writer would like propose her suggestion

that teachers should try to use English movie in listening lesson, because watching

English movie is one type of listening experience that is interesting.

(Burns, 1995:140) +

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TABLE OF CONTENTS

PREPACE ........................................................................................................... i

ACKNOWLEDGEMENT .................................................................................. ii

ABSTRACT ........................................................................................................ iii

TABLE OF CONTENTS .................................................................................... iv

CHAPTER I INTRODUCTION ................................................................ 1

1.1 BACKGROUND OF THE PROBLEM .......................... 1

1.2 REASON FOR CHOOSING TOPIC .............................. 4

1.3 LIMITATION OF THE STUDY..................................... 5

1.4 RESEARCH PROBLEM ................................................ 5

1.5 HYPOTHESIS ................................................................. 5

1.6 AIM OF THE STUDY .................................................... 6

1.7 POPULATION AND SAMPLES OF RESEARCH ....... 6

1.8 METHOD AND PROCEDURE OF THE RESEARCH . 6

1.9 ORGANIZATION OF THE PAPER .............................. 7

1.10 CLARIFICATION OF TERMS ...................................... 8

CHAPTER II THEORETICAL FOUNDATION ...................................... 10

2.1 LISTENING .................................................................... 10

2.1.1 The Meaning of Listening .................................... 10

2.1.2 The Goal of Listening .......................................... 11

2.1.3 Aims of Listening ................................................ 12

2.1.4 Listening is an Internal Process` .......................... 15

2.1.5 The Step of Listening ........................................... 16

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2.1.6 Decoding .............................................................. 18

2.1.7 The Difficulties in Listening ................................ 19

2.1.8 A Skill Taxonomy for Domain of Listening Skill 20

2.1.9 Types of Classroom Listening Performance ........ 20

2.1.10 Listening Comprehension Test ............................ 21

2.2 TEACHING AIDS........................................................... 27

2.2.1 The Meaning of Teaching Aids ........................... 27

2.2.2 The Meaning of Aids ........................................... 28

2.2.3 The Meaning of Teaching Aids ........................... 28

2.2.4 Kinds of Teaching Aids ....................................... 28

2.3 SUMMARY ..................................................................... 29

CHAPTER III RESEARCH METHODOLOGY ........................................ 30

3.1 KIND OF RESEARCH ................................................... 30

3.2 SUBJECT OF RESEARCH ............................................ 30

3.3 DATA COLLECTING INSTRUMENT ......................... 31

3.4 DATA PROCESSING ..................................................... 31

3.5 RESEARCH PROCEDURE ............................................ 33

CHAPTER IV FINDINGS AND DISCUSSION .......................................... 34

4.1 STUDENTS SCORE OF TRYOUT ................................ 34

4.1.1 Reliability Analisys .............................................. 34

4.1.2 Validity Analisys ................................................. 35

4.2 STUDENTS‟ SCORE OF PRE-TEST ............................ 35

4.3 STUDENTS‟ SCORE OF POST-TEST .......................... 36

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4.4 STUDENTS‟ SCORE IMPROVEMENT ....................... 37

4.5 DISCUSSION .................................................................. 38

CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................ 42

5.1 SUMMARY ..................................................................... 42

5.2 ANSWER OF THE RESEARCH QUESTIONS ............ 45

5.3 IMPLICATION AND SUGGESTION FOR

LANGUAGE TEACHER ................................................. 46

5.4 RECOMMENDATION FOR FURTHER

RESEARCHER ................................................................ 46

REFERENCES

APPENDICES

CURRICULUM VITAE

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CHAPTER I

INTRODUCTION

1.1 BACKGROUND OF THE PROBLEM

Everybody has learned their language since they were children, especially

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

communicate in society environment. Listening ability in English as foreign

language also plays an important role in building communication skill.

As we all know, communication is a part of human‟s daily activities.

Through communication by using language, we can share our ideas and througt

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

place.

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

communicate not only by using our mother tongue but also by using a 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 communicate information, chiefly in

science and technology.

Thus, the government has sattled English as one of the compulsory

subjects to study at school, from basic until highest. It is hoped that the students

will be able to communicate in English.

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

first time at elementary school. The teaching at the level aims to give knowledge

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of the basic English to students and it will be developed when they are in the

junior and senior high school.

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

of English to improve the students‟ listening ability in English.

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

other things are:

1. The feeling among language teachers that this skill is automatically acquired

by the learner as he learns to speak the language.

2. Listening is not given serious attention the fact that incompetence in it is easy

to hide through nodding and shaking of the head, which may give the

impression of understanding even there is none.

3. Audio lingual courses give the impression that they are teaching listening

when in fact teaching other skill.

In School Base Curriculum 2006, there are some competention standards

and basic competentions which have to be reach by students in learning English.

In the ninth grade of junior high school, for listening skill, the students have to

understand the meaning in simple oral transactional and interpersonal

conversation to interact in dialy context as competention standard.

The basic competention is to respond the meaning in simple oral

transactional and interpersonal conversation accuratly, fluently, and pitchly in

dialy life context about asking and giving certainment, adoubtment, asking

repeatment, attention, and admiration.

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The indicators of the learning process of these competention standards and

basic competentions are the students can:

1. Understand the speech about asking and giving certainment,

adoubtment, asking repeatment, attention, and admiration.

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

giving certainment, adoubtment, asking repeatment, attention, and

admiration.

3. Show the words that is spoken by other person about asking and giving

certainment, adoubtment, asking repeatment, attention, and admiration.

It is also necessary to mention that listening is one of the items on some

language tests is reason enough to be taught beside the enjoyable activities a

learner may indulge in the target language – such as listening to the radio,

listening to the English song and watching movies – demand that the learner

exercise this skill.

In learning English sometimes the students are bored with certain teaching

atmosphere. There are varios techniques used for teaching language skills:

Listening, Speaking, Writing and Reading.

There are also various medias used for teaching English and improve their

listening skill which could make the students feel interest to the learning process

and enjoy it, such as pictures, sound of musics, English songs, and also English

movies.

Wacthing English movies as media in teaching English helps sensitivity to

students‟ sense of hearing. The influence of watching English movies is

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improving students‟ listening skill. Many children and teenage like movies so

much, and it could make the learning process easier. They will be interested and

happy to learn English and watching English movies can improve their listening

skill.

Concerning the facts above, it is expected that research on teaching

listening can offer an alternative in providing the technique in teaching listening,

motivating the students to learn English and can be useful for those who are

interested in teaching listening.

1.2 REASON FOR CHOOSING TOPIC

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

For many students, listening is a difficult skill to be improved. So that, teacher

have to get right method and right media in improving students‟ listening skill.

English movie is one of medias which is 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. Many

teenage students like movies, including at SMPN 6 Darangdan – Purwakarta.

To get accurate result about the effect of English movie to improve

students‟ listening skill, the writer has choosen the title “WATCHING ENGLISH

MOVIES TO IMPROVE STUDENTS‟ LISTENING SKILL (A Pre-Experiment

Study at The Ninth Grade Students of SMPN 6 Darangdan)”.

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1.3 LIMITATION OF THE STUDY

The writer has limited the paper to the effectiveness of watching English

movies in improving students‟ listening skill to the ninth grade students of junior

high school.

1.4 RESEARCH PROBLEM

Organ (1965 : 28) states: stating a problem clearly is that the

representation of problem which gives direction about what to do. Until we state

the problem clearly, we have few clues are adequate.

The writer sees some problems that appear in using English movies as

media to improve students‟ listening skill. Here she states three main problems,

they are:

1. Is watching English movie able to improve student‟s listening skill?

2. Is watching English movie effective to students‟ listening skill?

3. Is using English movies in improving students‟ listening skill

significant?

1.5 HYPOTHESIS

Relating to Hatch and Fahradi in research and statistic design for applied

liguistics, hypotesis is a tentative statement about the outcome of research.

Based on the problem stated the writer proposes the hyphotesis that

watching English movie is able to improve the students‟ listening skill.

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1.6 AIM OF THE STUDY

Considering the problems above, the study is oriented towards the

following aims:

1. To find out the effectiviness of Watching English to improve the

students‟ listening skill.

2. To find out the significance level of watching English movie to

improve the students‟ listening skill.

3. To find out using English movies in improving students‟ listening skill

significant.

1.7 POPULATION AND SAMPLES OF RESEARCH

The samples the writer takes are twenty students which are choosen

randomly from ninty two students in the ninth grade of SMP Negeri 6 Darangdan

– Purwakarta in academic year 2008/2009.

1.8 METHOD AND PROCEDURE OF THE RESEARCH

In order to achieve the aim of the research, the writer used Pre-

Experimental method.

“Pre-experimental design are not really considered model experiments

because they do not account for extraneous variables which may have influenced

7

the results. The internal validity of such a design is also questionable. However,

they are easy, useful ways of getting preliminary information on research

questions. (Also they are good example of what you should not do when you carry

out certain final research projects)”. (Hatch and Farhady, 1982:19)

The procedure of the research are:

1. Developing the research instrument

2. Selecting the sample from the population

3. Giving pre-test to the students

4. Doing treatment, in three steps:

a. Pre-listening

b. While listening

c. Post-listening

5. Giving post-test

6. Calculating and analysing the test scores

7. Finding and discussing the result of the research

1.9 ORGANIZATION OF THE PAPER

The primary contents of the paper are as follows:

Chapter I is introduction.

The writer tried to introduce the problem as clearly as possible. It consists

of: Background of the problem, Reason for choosing topic, Limitation of the

study, Research problem, Hypotesis, Aim of the study, Population and samples of

8

research, Method and procedure of the research, Organization of the paper, and

Clarification of terms.

Chapter II is theoretical foundation.

In this part the writer tried to review some related literatures and theories

proposed by some experts to support the research.

Chapter III is research methodology.

This chapter deals with Kind of research, Subject of research, Data

collecting instrument, and Data processing.

Chapter IV is data analysis.

This chapter deals with data analysis and interpretation.

Chapter V is conclusion and sugestion.

In this chapter the writer gave the conclusion and sugestion of the

research.

1.10 CLARIFICATION OF TERMS

In this study, the writer would like to put forward the definition of words

used in the study, as follows:

1. Listening is conscious attention to the mesagge of what is said

(Shelagh Rixon:1986). In this paper, what is meant by watching

English movies by students of SMP Negeri 6 Darangdan at the third

grade.

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2. The English movie is Home Alone 4,

Starring : Michael Weinberg

Directed by : Rod Daniel

Written by : debra Frank & Steve L. Hayes

Producer : Mitch Engel

3. Listening skills is students‟ ability of understanding the plot of the

story.

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CHAPTER II

THEORETICAL FOUNDATION

2.4 LISTENING

2.4.1 The Meaning Of Listening

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

the definition of listening from:

Kamus Besar Bahasa Indonesia:

“Mendengarkan (memperhatikan) baik-baik apa yang diucapkan atau

dibaca orang.”

Oxford Advanced Learner‟s DICTIONARY:

To pay attention to somebody/something that you can hear.

To take notice of what somebody says to you so that you follow their

advice or believe them.

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

and inferring meaning form context. These exercises often require completing

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

items, text of the song, or taking telephone messages. The recordings on the

class cassetttes contain both scripted and unscripted conversation with natural

pauses, hesitation and interruption that occur in real speech.

Listening is a 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”

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than speaking competence. Is it any wonder, then, that is recent years the

language teaching profession has placed a contert emphasis on listening

comprehension?” (Brow, 1994:233)

“Listening as a major component in language learning and teaching

first hit spotlight in the late 1970s with James Asher‟s (1977) work on Total

Physical Response, in which the role of comprehension was given prominence

as learners were 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)

2.4.2 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”

(a set of items: sensory, emotional, temporal, relational, purposive or verbal in

nature) or as Stevick‟s 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 tests, such as Ommagio says that.

“Listener contruct meaning by recornizing their previously acquired

knowledge to accommodate new information and concept.”

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2.4.3 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 a large varienty of different types of listening in real

life.

Rixon (1986;2) mentions some situations in which listening is

important,

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 e 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 diferentiates between listening and hearing.

There is an every day distinction between hearing and something and listening

to it. Hearing is simply the recognition of sound, as when we say, “I‟m sorry, I

didn‟t 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?”

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Rost (199:3) 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 word

Identifying grammatical grouping of words

Identifying “pragmatic units” – expressions and sets of utterances

which function as whole units to create meaning

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 (1991:4) says, successful listening involves an integration of

these component skills. In this some, listening is a coordination of the

component skills, not the individual skills themselves. This integration 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.

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

good listening ability, he or she may not always be able to understand

messages, some conscious action 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 underlying action for successful listening is decision making. The

listener must make these kinds of decisions.

What kind of situation is this?

What is 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‟ decisions

about these questions. In this sense, listening is primarily a thinking process-

thingking about meaning as 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, learner have the chance for new

language input and the vhance to check their own listening ability.

Face to face interaction provides stimulation for development of

listening for meaning.

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2. Listening develops through focusing on meaning and trying to

learn new and important content in the target languge.

By focusing on meaning and real reasions for listening in English,

learners can mobiles both their linguistic and non-linguistic

abilities to understand.

3. Listening ability develops through work on comprehension

activities.

By focusing on specific goals for listening. Learners can evaluate

their efforts and abilities. By having well-defined comprehension

activities, learners have opprotunities for assessing what have

achieved and revision.

4. Listening ability develops through attention to accuracy and a

anlysis of form.

By learning t 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.

2.4.4 Listening is an Internal Process

Like reading, listening is an internal process that cannot be directly

obseved. 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 (lnguage form), cognitive

16

processing skill (the skill to process in the mind). Schome-based

understanding (background knowledge), and contextual cues both with

in and outside the text.

2.4.5 The Step of Listening

In general, the teacher has to do the following steps:

1. Go first over the instructions with the class, making certain that

materials are understood by all the students.

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

distinct voice and at normal speed.

3. Where the questions precede the text, read the question twice in

order to direct the students‟ attention. Then, read the entire text two

times at normal speed. Teacher should feel free to vary according

to the abilities of the students.

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 a 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 discuses the answer with them.

6. The teacher continue with more detailed questions for the students

to answer either in the written or oral modality. Discussion follows

the above activity.

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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 with 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 able students‟ abilities in the other language

skills-speaking, reading, and writing-will also develop. At the

some time 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 interactional act or speech event in which the

listener is involved is determined.

3. An attempt is made to organize what was heard into

constituents, identifying their content and function.

4. As constituents are identified, they are used to contruct

propositions, grouping the propositions together to form a

coherent message.

5. Script relevant to the other particular situation are recalled.

6. The goals of the speaker are inferred through reference to the

situation the script and the sequential position of the utterance.

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.

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2.4.6 Decoding

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

meaning of a word, a phrase or a sentence.

The processes in decoding (comprehending/understanding) are:

a. Hold the utterance in 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 sound. For example, “yeah!” (one word), “have

you done your homework?” (one sentence), “you raise me up, so I

can stand a 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. Proposition/prepositional meaning is basic meaning of

sentence/utterance.

iv. Concept is meaning of words.

v. Illocutionary meaning is effect of the utterance to the

listener/reader. For example: “I am thirsty” (utterance) has

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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).

2.4.7 The Difficulties in 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 special attention to

such factor because they highly influence the processing of speech and can

often block comprehension if they are not attended to. In other words, they can

make the listening process difficult. The following characteristics of spoken

language are adapted from several sources (Dunkel, 1991;Richards, 1983;Ur,

1984)

1. Colloquial Language

Leaners who have been exposed to standard written English and/or

“text book” language sometimes find it surprising and dificult to

deal with colloquial language. Idioms, slang, reduced forms, shared

cultural knowledge are all manifested at some points in

comversations. Colloquialisms appear in both monologues and

dialogues.

2. Rate of delivery

Virtually every language learner initially thinks that native

speakers speak too fast! Actually, as Richards (1983 in Brown,

1994) points 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

20

opportunity to stop the speaker. Instead, the stream of speech will

continue to flow.

2.4.8 A Skill Taxonomy for Domain of Listening Skill

An example of skill taxonomy for the domain of listening skills.

Briendley (1997 in Richards J., 2001:140) mention:

2.4.8.1 Orienting one self to a spoken text

1.1 Identifying the purpose/genre of a spoken text

1.2 Identifying the topic

1.3 Identifying the broad roles and relationships of the participants

(e.g. Superior/subordinate)

2.4.8.2 Identifying the main idea/s in a spoken text

2.1 Distinguishing the main ideas from supporting deatil

2.2 Distinguishing fact from example

2.3 Distinguishing fact from opinion when explicitly stated in text

2.4.8.3 Extracting the specific information from a spoken text

3.1 Extracting key details explicitly stated in text

3.2 Identifying key vocabulary items

2.4.8.4 Understanding discourse structure and organization

4.1 following discourse structure

4.2 identifying key disourse/cohesive markers

4.3 tracing the development of an argument

2.4.8.5 Understanding meaning

5.1 Relating utterance to the social/situational context

5.2 Identifying the speaker‟s attitudes

5.3 Recognizing the communitcative function of stress/intonation

patterns

5.4 Recognizing the speaker‟s illocutionary intent

5.5 Deducing meanings of unfamiliar words

5.6 Ealuating the adequacy of the information provided

5.7 Using infromation from the discourse to make a reasonable

prediction

2.4.9 Types of Classroom Listening Performance

With literally hundreds of possible techniques for teaching listening

skills. It will be helpful for you to think in terms of several kinds of listening

performance that is, what your students do in a listening technique. Sometimes

these types of performance are embedded in a boarder technique or task and

21

sometimes they are themselves the sum total of the activity of a technique.

The one of types classroom listening performance is reactive.

Sometimes you simply want a learner to listen to the suface structure

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

of listening performance requires littles meaningful processing. It is

nevertheless maybe a legitimate even through a minor, aspect of an

interactive, communicative classroom. This role of the listener as merely a

“tape recorder” (Nunan, 1991b:18) must be very 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.

2.4.10 Listening Comprehension Test

An effective way of developing the listening skill is through the

provision of carefully selected practice material. Such material is in many

ways similar to that used for testing listening comprehension. Although the

auditory skill are closely linked to the oral skills in normal speech situations, it

is frequently desirable to separate the two skill for teaching and testing, since

it is possible to develop listening ability much beyond the range of speaking

ability if the practice material is not dependent on spoken responses or written

exercises.

An awareness of the ways in which the spoken language differs from

the written language is of crucial importance in the testing of the listening

22

skills. For instance, the spoken language is much more complex than the

written language in certain ways, as a result of the large element of

“redundancy” that it contains. An example can be seen in the spoken question

“Have you got to go now?” the question being signaled by the rise in pitch on

go now and by the inversion of the word order (i.e. by both phonological and

grammatical features). Thus, if the listeners did not hear the questions signal

have, the rise in pitch would make him aware that a question was being asked.

If the speaker slurred over got to, the question would still be intelligible. In

addition, meaning might also be conveyed, emphasized and “repeated” by

means of gestures, eye movements and slight changes in breathing. Such

features of redundancy as those described make it possible for mutilated

messages to be understood, even though the full message is only partially

heard. Furthermore, the human brain has a limited capacity for the reception

of information and, were there no such features built into the language, it

would often be imposibble to absorb information at the speed at which it is

conveyed through ordinary speech. Such conversational features as repetition,

hesitation and grammatical re-patterning are all examples of this type of

redundancy, so essential for the understanding of spoken messages.

The significance of features for testing purposes:

1. The ability to distinguish between phonemes

However important, does not in itself imply an ability to

understand verbal messages. Moreover, occasional confusion over

selected pairs of phonemes does not matter too greatly because in real-

23

life situations the listener is able to use contextual clues interpret what

he hears. Although the listener relies on all the phonological clues

present, he can often afford to miss some of them.

2. In prompt to speech

It is often easier to understand carefully prepared (written)

material when the latter is read aloud. Written tests are generally omit

many of the features of redundancy and impart information at a much

higher rate than normal speech does. Consequently, it is essential to

make provision in writing material for aural test. The length of the

segments the greater amount of information and the greater the strain

on the auditory memory. Segments of about 20 syllables are

considered to be approximately the right length to allow the receiver to

digest what he has heard. The pauses at the end of each segment

should also be lengthened to compensate for the lack of redundant

features.

Although not always possible when auditory tests are conducted on a

wide scale, it is helpful if the listeners can see the speaker. However excellent

the quality of a tape-recorder, a disembodied voice is much more difficult for

the foreign learner to follow. In practice, most tape recorders are not of a high

quality and are used in rooms where the acoustics are unsatisfactory. If the

quality of the reproduction is poor, the test will be unreliable, especially when

such discrete features as phoneme discrimination, stress and intonation are

being tested.

24

Apart from the use of video-tape, however, the tape-recorder is the

only way of ensuring complete uniformity of presentation and thus a high

degree of reliability. It is possible, moreover, to use recordings made by native

speakers and thus present perfect models of the spoken language an important

advantage in countries where native speakers are not available to administer

the test.

For the purpose of convenience, auditory tests are divided here into

some broad categories:

Type 1

a) This type of discrimination test consists of a picture, accompanied

by 3 or 4 words spoken by the examiner in person or on tape.

b) Conversely, 4 pictures may be shown and only one word spoken.

In this case, it is usually better if the word is spoken twice.

Type 2

a) In this type of the test three words are spoken on tape: A, B, and C.

sometimes all three words are the same; sometimes two are the

same; and sometimes all are different. On the tester‟s answer sheet

appear the letters.

b) This is a similar type of test, but here the individual words in the

previous test are replaced by sentences in which a single distinction

in sound effects the meaning. The tested hears three sentences and

has to indicate which sentences is the same, etc.

25

Type 3

a) In each of these items one word is given on the tape: in the answer

booklet three words are printed in ordinary type. (In some tests

four words are given and the word on tape is spoken twice). The

tested is required to the spoken word.

b) This type of item is similar to the previous one; this time, however,

the words spoken by the tester occur in the sentences. The four

options may then be either printed or spoken.

c) This item is similar to type 3 a) one word is spoken by the tester

(preferable twice). However, instead of a choice of four words, the

tested has in front of him a choice of four definitions. He has thus

to select the correct definition for the words he hears.

The test items described in this section are all useful for

diagnostic testing purposes, thus enabling the teachers to concertrate

later on specific pronunciation difficulties. The items are especially

useful when tested have the same first language background and when

a contrastive analysis on the mother tongue and the target language can

be use. Most the items type described are short, enabling the tested to

over a wide range in sounds. In certain items which test only

individual words (e.g., type 1 (a), 1 (b) and 2 (a), up to one hundred

items can be tested in ten minutes).

Type 3 (c), however, is an example of an impure test items

because test not only the ability to discriminate between the different

26

sounds of language but also a knowledge of vocabulary. A tested who

may be able the discriminate accurately will nevertheless find the test

very difficult if he cannot understand the definition in the options.

Similarly, type 3 (a) is test of phoneme discrimination and spelling

ability. Type 3 (b) can also result in impure test items: in this type of

item, proficiency in grammatical structure will favore the tested. Thus,

for example, a test who cannot discriminate between thread, tread, treat

and dread may immediately role out the distract ores threat and dread

since they cannot be put in the pattern, I‟ll………if for you.

Each individual test item in all types describe must be kept fairly

simple. Obscure lexical items should be avoided. This may seem to be simple

enough principle to obsever, but the avoidance of difficult lexical items

frequently makes it impossible to test all the sound contrast that need to be

included in the test. For example, the contrast shark, sock, sack, shock would

not be suitable for inclusion in atest intended from elementary learners of

English. Much of material in such test is unfortunately artificial differing

greatly from continuous. Frequently there is a tendency fir the tester to adopt a

certain tone pattern and rhythm which may be a source of irritation to the

listener of affect his concentration. However, if the tester changes pitch

(example live, leave, live) this will only confuse the tested. Thus, the tested

must attempt to pronounce every syllable using the same stress and pitch

pattern.

27

The ability to discriminate between certain phonemes may sometimes

prove very difficult for native speakers. Many English dialects fail to make

some of the vowel and consonant contrast and thus. In addition to all the other

variables (example the acoustic of the room the quality of the tape-recorder,

etc). these tests are affected by the pronunciation different f native speakers.

2.5 TEACHING AIDS

2.5.1 The Meaning of Teaching Aids

Teaching is to train by practicing an exercise, impact skill and facility.

In reality teacher‟s role is not that simple. Many complicated roles is assigned.

As stated by Juliana K that intructors or teachers serve as:

Facilitators

Motivators

Managers

The intructors in class who should be:

Flexibel

They are people who like to play with ideas and are willing

to change views points and look for new solutions.

Open Minded

People who are aware of what is going on and are willing to

learn from others.

Adaptable

28

They are people who love studying and adapting something

New adjusted to the national instructional objectives.

2.5.2 The Meaning of Aids

The definition of aids in Oxford Learner‟s Pocket Dictionary is thing

that helps.

2.5.3 The Meaning of Teaching Aids

Teaching Aids is something designed to give help in teaching

Principally, in teaching and learning process, the important component in the

Instructional Design or Lesson planning? We believe that these will be helpful

for both the teachers and students in the teaching and learning process to

achieve the instructional objectives.

2.5.4 Kinds of Teaching Aids

The things that are commonly used to give help in teaching are:

Pictures Regalia

Rods Dolls

Audio Cassette

Video Films Games

OHP Etc.

29

2.6 SUMMARY

Teaching is to train by practice an exercise, impact skill and facility to

show.

Teaching Aids is something designed to give help in teaching.

The things are commonly used to give help in teaching are: picture, realia,

rods, dolls, audio cassettes, video films, OHP, games, etc.

The meaning of listening according to Oxford Advanced Learner‟s

Dictionary, listening is to pay attention to somebody/something that you can hear.

The aim of teaching listening is helping the learners to improve their

ability in listening a word, sentence correctly.

The goal of Listening as Stevick‟s view, the goal of listening is: to

generate the intended image from the input and react appropriately.

Test, the text used for listening test use in English language, here is the

dialogue of the English movies.

Teaching is to train by parctice an exercise.

Aids are thing that help. Teaching aids is something designed to give help

in teaching, e.g. pictures, realia, rods, dolls, audio cassettes, video films, games,

OHP, etc.

The techniques used in teaching listening by using English movies are

phonemes discrimination test.

30

CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with of research, subject of research, data collecting

instrument and research procedure.

3.1 KIND OF RESEARCH


method.

“Pre-experimental design are not really considered model experiments


the results. The internal validity of such a design is also questionable. However,

they are easy, useful ways of getting preliminary information on research

questions. (Also they are good example of what you should not do when you carry

out final research projects)”. (Hatch and Farhady, 1982:19)

3.2 SUBJECT OF RESEARCH

In this study, the writer took the students of SMP Negeri 6 Darangdan as

population. The samples would be the ninth grade students. There were three


lottere.

31

3.3 DATA COLLECTING INSTRUMENT


students‟ achievement. The test is objective tests in the term completion items

consist of 10 items.

3.4 DATA PROCESSING

The writer gave the students pre-test to find out their skill of listening

without teaching and learning activities.

Post-test was given to the students to find out their ability of listening after

teaching and learning activities.

The data gathered from the experiment was analyzed using the t-test. The

steps of the data analysis process are as follows:

Find out the mean (M) of each group. According to Burns (1995:33) that

for the most common measure of central tendency in educational research is the

arithmatic mean, the mean (M) is simply the sum of all the scores (∑X) devided

by the number of scores (n), or:

∑X

n

Where

M is the means of the sample

∑X is the total amount of all the individual observation

n is the samples

M = (Burns, 1995:33)

32

Find out standard deviation (Sd) of each group. According to Burns

(1995:39) that standard deviation reflects the amount of spread that the scores

exhibit around some central tendency measure, usually the mean. The standard

deviation is device from the variance.

The formula for obtaining the standard deviation is:

(∑X)2

Sd = N

N – 1

Where

Sd is standard deviation

∑X2 is the sum of the squared raw scores

(∑X)2 is the sum of the raw scores squared

N is number of the students

According to Burns (1995:140) that as with the standard error of the mean,

a critical ratio is formed to find the deviation in standard error unit teams of the

difference between the means. This ratio is called the ratio. In this research the

writer took the formula as follows:

M1 – M2

t = Sd12 Sd2

2

N1 N2

Where

M1 is mean of experimental group

M2 is mean of control group

Sd1 is standard deviation of experimental group

Sd2 is standard deviation of control group

∑X2 -

(Burns, 1995:39)

(Burns, 1995:140) +

33

N1 is number of students of experimental group

N2 is number of students of control group

3.5 RESEARCH PROCEDURE

The prosedures of the research are:

1. Developing the research instrument

2. Selecting the sample from the population

3. Giving pre test

4. Treatment

- Pre-listening

- While listening

- Post-listening

5. Giving post test

6. Calculating and analysing the test scores

7. The result of the test

34

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter displays the analysis and interpretations of the data which has

been collected through direct observation in the experimental activities, and a

discussion of the findings.

Those analysis and interpretations relate to:

1) students‟ scores of try out ; 2) students‟ scores of pre-test; 3) students‟ scores of

post-test; 4) students‟ scores of improvement.

The data are presented in the form of tables and statistical results that are

estimated to be necessary for the discussion. The complete steps of statistical

calculation can be found in the appendices.

4.1 STUDENTS SCORE OF TRY OUT

In order to measure the reliability and validity of the test instrument, the

instrument was tried out to another class before enrolling the program and pretest.

The class consisted of 20 students.

4.1.1 Reliability Analysis

The result of the calculation of the test instrument reliability is as

follows:

Subject Judge 1 Judge 2 ∑ X

2 ∑ Y

2 ∑ XY

∑ N ∑ X ∑ Y

20 21 23 63 75 47

35

The data above were computed through the Pearson‟s Product

Moment fomula to get the correlation coefficient, and the figure 0.512 was

obtained. Then this result calculated by using Spearman-Brown formula to

find its coefficient reliability. The coefficient reliability (r11 ) is 0.677.

According to the criterion of coefficient reliability (Arikunto, 1987),

coefficient reliability with df 18, alpha level 5% = 0,468. However, it can be

summarized that the reliability of the test is reliable enough.

4.1.2. Validity Analysis

Since the test was designed to measure students‟ achievement, content

validity analysis was chosen.

Before constructing the test, the particular test had been made based

on the KTSP English curriculum for Secondary School.

According to the result of the try out, this instrument is reasonable to

be used in measuring students‟ listening skill.

4.2 STUDENTS’ SCORES OF PRE-TEST

Students‟ listening level at the beginning of the research is one of possible

intervening variables. It is very crucial as a starting point to ensure that the

experimental group and the control group have an equal level in speaking. The

result of pre-test data analysis can be seen in table below.

Students‟ Score of Pre-test

N M S S(Xe-Xc) Df

p-

level

t-critical

(t-table)

t-obs.

(t-value) Group E 20 2.60 3.185

Group C 20 2.20 2.668 0.929 38 0.05 1.684 0.431

36

The table shows that there is a difference in means (M) or standard

deviation (S). The t-test, however, describes that the two groups are similar in the

terms of subject‟s knowledge background. Moreover, t-obs of pretest is less than

t-critical (0.431<1.684). It means that the null hypothesis of no different is

accepted. Therefore, it indicates that both groups have similarity in listening

level.

4.3 STUDENTS’ SCORES OF POST-TEST

The post-test was carried out to both groups at the end of the program to

find out whether there are any differences between the experimental group and the

control groups‟ achievement. Table below presents the results of post-test.

Students‟ Score of Post-test

N M S S(Xe-Xc) Df

p-

level

t-critical

(t-table)

t-obs.

(t-value) Group E 20 8.5 1.573

Group C 20 5.6 1.536 0.242 38 0.05 1.684 5.894

This table indicates that the standard error of difference between means is

low Hence, the t-value can be determined.







37



conventionally.

4.4 STUDENTS’ SCORES IMPROVEMENT

To gain students‟ scores improvement, the students scores of post-test

were subtracted into the students‟ score of pretest. The result of computation is as

follow:

Group E Group C

Pre-test mean 2.6 2.2

Post-test mean 8.5 5.6

Improvement mean 5.9 3.4

Total improvement (%) 227 155

The table above shows that the experimental group improvement is higher

than the control group. It indicates that teaching listening by using English movies

is able to improve the students‟ listening skill.

The experimental teaching program can improve the students‟ listening

skill effectively (227%) from that what they got in the pre-test, while control

group can improve the students‟ listening skill less than the experimental group

(155%).

Students‟ Score Improvement

Improvement %

Group E 5.9 227

Group C 3.4 155

Differences 2.5 72

38

For the data above, it presents that the total mean difference of students‟

listening skill of the experimental group and the control group is 2.5. This table

shows that the differences between the experimental group and the control group

is 72%.

It can be concluded that the experimental teaching makes the students‟

listening skill is better than the control group. It means that it supports the

hypothesis of this research, that teaching listening by using English movies

facilitate the students to improve their listening skill.

4.5 DISCUSSION

The experimental and the control groups, at the beginning of the research,

had similar background, and this was considered as a potential intervening

variable.

The experimental and the control groups were analyzed differently. The

experimental group was observed directly by the writer to know their progress in

the program. The students‟ score of post-test and pre-test were compared to gain

the students‟ achievement on the listening skill. The calculation of improvement

shows that the experimental group is higher than the control group. It means that

the experimental group could improve their listening skill better than the control

group.

After carrying out the program and calculating the result of test, the result

of the investigation answer the research question stated in chapter I. The

conclusions are as follow:

39

4. The use of English movies as media can increase students‟

understanding of English.

5. English movies can improve the students‟ mastery of English

vocabularies.

6. Using English movies in improving students‟ listening skill significant.

As was mentioned before that English movie is one of the visual aids or

visual materials where it is the most effective in use. Because by seeing the

movies we can know and understand about the message from the text directly.

Picture can be used to explain the meaning of vocabulary items.

English is a language that is hard to learn. To find out that problem the

writer interviewed students, there are some problem that students faced in learning

English:

1. In listening

2. In treasury of vocabulary

3. In the meaning of English word

Some factors that make some words more difficult than others are:

Pronunciation “the word that is difficult to pronounce are more difficult to learn”.

Spelling “spelling mismatches are likely to be the cause of errors, either of

pronunciation or spelling, and can contribute to a word‟s difficult”. Meaning

“when two words overlap in meaning, learners are likely confuse them.

Unfamiliar concepts many make a word difficult to learn”.

In introducing vocabulary on the names of animal, that familiarize students

with vocabularies related to animals. Moreover, students expected to be able to

40

memorize and pronounce and write each vocabulary correctly, and try to perform

a word to the picture that seen by the teacher.

Teaching listening by using English movies, especially for children can be

the one way to help them in learning process. Young children, especially those up

to age of nine or ten, learn differently from older children in the following ways:

a. They response the meaning even if they do not understand individual

word.

b. They often learn indirectly rather than directly-that is-they take-in

information from all side, learning from everything around them rather

then only focusing on the precise topic they are being thought.

c. They generally display an enthusiasm for learning and a curiosity about

the world around them.

d. They learn to talk about themselves, and response well to learning that

uses themselves and their own lives as main topics in the classroom.

e. They have a limited attention, unless activities are extremely engaging,

they can easily get bored, losing interest after ten minutes or so.

In the light of these activities, it can be concluded that good teacher at this

level used to provide a rich diet of learning experiences which encourage their

students to get information from a variety of sources. They need to work with

their students individually and in group developing relationship. They need to

arrange of activities for a given period, and the flexible enough to move on to the

next exercise when they see their students getting bored.

41

In fact, learning is human activity which is least needs manipulation by

other. Most learning is not the result of instruction. It is rather the result of

unhampered participation in a meaningful setting.

Based on the findings, especially in learning at secondary it is a big

challenge, because in their ages, they still difficult to understand the meaning of

English words. There, needs teacher‟s patiently in learning process, teacher must

translating word by word until could be understood by students. Moreover, when

they face compound word, when they need to produce language try to find the

right word to fit the intended meaning is frustating when the teacher‟s stored of

words is limited, and when words get confused with each other.

42

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents 1) the summary of the research, 2) answer to

research questions and hypothesis, 3) implication and suggestion, and 4)

recommendation for further research.

5.1 SUMMARY

As we all know, communication is a part of human‟s daily activities.

Through communication by using language, we can share our ideas and througt

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

place.

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

first time at elementary school. The teaching at the level aims to give knowledge

of the basic English to students and it will be developed when they are in the

junior and senior high school.

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

of English to improve the students‟ listening ability in English. It is also necessary

to mention that listening is one of the items on some language tests is reason

enough to be taught beside the enjoyable activities a learner may indulge in the

target language – such as listening to the radio, listening to the English song and

watching movies – demand that the learner exercise this skill.

43

Rost (1991:4) says, successful listening involves an integration of these

component skills. In this some, listening is a coordination of the component skills,

not the individual skills themselves. This integration 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.

Successful listening requires making effective „real time‟ decisions about

these questions. In this sense, listening is primarily a thinking process-thingking

about meaning as they listen. The way in which the listener makes these decisions

is what we will call a listening strategy.

Teaching Aids is something designed to give help in teaching Principally,

in teaching and learning process, the important component in the Instructional

Design or Lesson planning. We believe that these will be helpful for both the

teachers and students in the teaching and learning process to achieve the

instructional objectives.

Aids are thing that help. Teaching aids is something designed to give help

in teaching, e.g. pictures, realia, rods, dolls, audio cassettes, video films, games,

OHP, etc. The techniques used in teaching listening by using English movies are

phonemes discrimination test.


method. Pre-experimental design are not really considered model experiments


the results. In this study, the writer took the students of SMP Negeri 6 Darangdan

as population. The samples would be the ninth grade students. There were three

44


lottere.


students‟ achievement. The test is objective test. In the term pairing items consist

of 10 items. After observing the data, that is the score of pre-test and post test. The

writer calculating the mark of t-value and at least gives the interpretation of the

calculation.









conventionally.

The experimental teaching program can improve the students‟ listening

skill effectively (227%) from that what they got in the pre-test, while control

group can improve the students‟ listening skill less than the experimental group

(155%).

The conclusion of this research is listen to the English movies contributes

the improvement of students‟ listening skill, makes English lesson live, make

change from the of teacher and text book, helps the students feedback has been

45

very positive and they are enjoying the benefit of English movies, so listening

practice becomes more effective. The writer would like propose her suggestion

that teachers should try to use English movie in listening lesson, because watching

English movie is one type of listening experience that is interesting.

5.2 ANSWER TO THE RESEARCH QUESTIONS AND HYPOTESIS

Having done the research by calculating the result of the test given to the

students, the result of the investigation answer the research question as follow:

1. Watching English movie is able to improve students‟ listening skill.

2. Watching English movie is effective to students‟ listening skill.

3. Using English movie in improving students‟ listening skill is

significant.

Relating to Hatch and Fahradi in research and statistic design for applied

liguistics, hypotesis is a tentative statement about the outcome of research.

Based on the problem stated the writer puts forward the hypothesis is

watching English movies can improve the students‟ listening skill.

And after carrying out the program and calculating the result of test, the

writer gets that the hypotesis is accepted.

46

5.3 IMPLICATION AND SUGGESTION FOR LANGUAGE TEACHER

From the finding, the writer would like propose her suggestion as follows:

1. Teachers should try to use English movie in listening lesson, because

watching English movie is one types of listening experience that is

interesting.

2. Nowadays, the use of technological aids in the teaching of language

such as radio-cassette, video and television is likely to increase not

diminish. So, the writer thinks now is the time for teachers and

students to learn using them.

3. Teachers also should be smart and creative in using English movie in

the classroom because successful language learning depends on the

teacher‟s technique to use the English movie, since the teacher is the

fundamental classroom aid to language learning.

5.4 RECOMMENDATION FOR FURTHER RESEARCH

Honesty, there are still many questions come to the writer‟s mind which

may valuable to be answered among other are as follow:

1. Will the same result be obtained by replication this research at other

school or other grade?

2. Will the method appropriate to be used at the higher level?

3. Is there any advantages that can be found out by using this method?

4. Will the instrument still be suitable used at higher level?

47

REFERENCES

Harmer, Jeremy, (2002), The Practise of English Language Teaching, Harlow:

Longman

Hatch, Evelyn and Hossein Farhady, (1982), Research Design and Statistic

Bowley; ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc.

Homby, A. S (1985), The Oxford Learner‟s Dictionary; New York: Oxford

University Press.

Jean Brewster and Gail Allis, (2003), The Primary English Teacher‟s Guide,

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Skripsi - Teaching Listening Skill Through Watching English Movie

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