Post on 25-Oct-2014
USING ENGLISH MOVIES TO IMPROVE THE LISTENING ABILITY
TO THE STUDENTS OF MA BABUSSALAM KALUKUANG
TAKALAR
A Thesis
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan Islam in English Education Department of Tarbiyah
and Teacher Sains Faculty of UIN Alauddin Makassar
By:
FITRIANI
Reg. Number: 20401105018
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHER SAINS FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR
2009
ACKNOWLEDGEMENT
الرحيم الرحمن الله بسم
Alhamdulillah Rabbil Alamin, the researcher would like to express her
highest gratitude to Allah SWT who has given her blessing, mercy and health
so the researcher can complete the writing of her thesis. Salam and Shalawat
are delivered to our prophet Muhammad SAW who has brought us from the
darkness into the lightness, his families and followers until the end of the
world.
The writer realizes that the writing of this thesis would have never
been completed without the assistance of a number people. Therefore, the
researcher would like to express her deepest appreciation and thanks to those
people who have helped and involved in completing the writing of this thesis,
for their useful motivation, guidance, and sacrifices.
1. The researcher’s beloved parents, H. Abdul Rauf and (Alm.) Hj.
Rahmawati who always support, sacrifice and pray for my health and
success.
2. Prof. Dr. H. Azhar Arsyad, MA as the Rector of Alauddin State
Islamic University (UIN) Alauddin Makassar.
3. Prof. Dr. H. Moh. Natsir Mahmud, MA as the Dean of Tarbiyah and
teacher Training Faculty of Alauddin State Islamic Universitiy (UIN)
Makassar and all the lectures and staff of English Education Department
and Tarbiyah Faculty whose names could not mentioned one by one for
their guidance and service in the researcher’s academic process.
4. Dra. Djuwairiah Ahmad, M.Pd.,M.TESOL and Dra.Kamsinah,
M.Pd.I, the head and secretary of English education department of
Tarbiyah and Teacher training faculty of Alauddin State Islamic
University (UIN)Makassar.
5. Drs. H. Syahid, M.Ed.M. and Dra. Djuwairiah Ahmad,
M.Pd.,M.TESOL, the first and second consultant for their support,
guidance, advice, correction and suggestion during the writing of this
thesis.
6. The researcher’s beloved family, my aunt, M’ Anna that have taking
care of me after my mother died, my old brother K’ Inno for his love,
help, advice and suggestion and for my young brothers Adi, Firman,
Arif and Akbar.
7. All of the students and teachers of MA Babussalam kalukuang for their
participation during the writing of this thesis.
8. The researcher’s best friends in FUNGIE (Udda, Niar, Gina, Ira and
Erma) thank you so much because you always accompany me in joy
and sorrow during in Alauddin State Islamic University (UIN) Alauddin
Makassar.
9. The researcher’s classmate in English Department PBI 1 & 2 in
academic year 2005 for their support.
10. The researcher’s friends in PKL Plus K’Alya, Vivit, Rusydi, Nasir,
Erma, and Niar.
The researcher realizes that this thesis is still the simplest ones.
Remaining errors are the researcher own; therefore, constructive criticism and
suggestions will highly appreciate.
Finally, willingly the writer prays may all our efforts be blessed by
Allah SWT.
Makassar, April 2009
The Writer
TABLE OF CONTENTS
COVER …………………………………………………………………… i
PERNYATAAN KEASLIAN SKRIPSI …………………………………. ii
PERSETUJUAN PEMBIMBING ………………………………………… iii
PENGESAHAN SKRIPSI ………………………………………………... iv
ACKNOWLEDGEMENT ………………………………………………... v
TABLE OF CONTENTS …………………………………………………. viii
LIST OF TABLES ………………………………………………………... x
LIST OF APPENDIXES …………………………………………………... xii
ABSTRACT ……………………………………………………………….. xiii
CHAPTER I INTRODUCTION
A. Background …………………………………………… 1
B. Problem Statements ………………………………… 2
C. The Objective of the Research ………………………… 3
D. The Significance of the Research ……………………... 3
E. The Scope of the Research …………………………….. 3
F. The Definition of Terms ……………………………...... 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. Some Previous Related Findings ……………………… 6
B. Some Pertinent Ideas ………………………………….. 8
1. Listening Ability ………………………………….. 8
a. Definition of Listening ………………………... 8
b. The Nature of Listening ……………………….. 9
c. The Process of Listening ……………………… 12
d. The Types of Listening ……………………….. 14
e. The Potential Problems in Learning to Listen to
English ………………………………………... 21
2. English Movie ……………………………………. 24
a. Definition of Movie …………………………... 24
b. Concept of Using Movie in Teaching ………… 25
c. How to Use Movie in Teaching ………………. 26
d. How to Improve Listening Ability through
English Movies ……………………………….. 28
C. Theoretical Framework ………………………………. 30
CHAPTER III METHODOLOGY OF THE RESEARCH
A. Design of the Research ………………………………. 31
B. Population and Sample ………………………………. 32
C. Instrument of the Research …………………………... 32
D. Procedures of Collecting Data ……………………….. 33
E. Techniques of Data Analysis ………………………… 35
CHAPTER IV FINDING AND DISCUSSION
A. Findings ……………………………………………… 40
B. Discussions ………………………………………….. 52
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusions ………………………………………….. 54
B. Suggestions ………………………………………….. 54
BIBLIOGRAPHY
APPENDIXES
CURRICULUM VITAE
LIST OF TABLES
Table 1. The rate percentage of the students’ score of pre-test …………… 40
Table 2. The rate percentage of the students’ score of post-test ………….. 41
Table 3. The mean score and standard deviation of the students’ pre-test
and post-test analysis …………………………………………….. 42
Table 4. The t-test of the students’ achievement ………………………….. 43
Table 5. The students’ opinion about their interest in learning listening by
using English Movies …………………………………………… 43
Table 6. The students’ opinion about whether or not the English Movies are
enjoyable in learning listening …………………………………… 44
Table 7. The students’ opinion about whether or not the teaching of
listening is good by using English Movies ………………………. 45
Table 8. The students’ opinion about whether or not the English Movies can
be alternative media in learning listening ……………………….. 45
Table 9. The students’ opinion whether or not the English Movies can be an
entertainment media in learning listening ……………………….. 46
Table 10.The students’ opinion about whether or not the English Movies
can activate their participation in the learning process …………. 47
Table 11.The students’ opinion about whether or not the English Movies
can avoid their teacher’s domination in the learning process ….. 47
Table 12.The students’ opinion about whether or not they feel motivate to
learn listening by using English movies ………………………… 48
Table 13.The students’ opinion about whether or not the English Movies
can help them to improve their listening ability ………………… 49
Table 14.The students’ opinion about whether or not their attitude is
increased to learn listening by using English Movies …………… 49
Table 15.The Descriptive of the Students’ Score of the Questionnaire …… 50
LIST OF APPENDIXES
Appendix A. Instrument of Pre-test and Posttest ……………………...... 74
Appendix B. Questionnaire ……………………………………………... 89
Appendix C. The Students’ Score of Pre-test …………………………... 92
Appendix D. The Students’ Mean Score and Standard Deviation of Pretest 93
Appendix E. The Students’ Score of Post-test ………………………….. 94
Appendix F. The Students’ Mean Score and Standard Deviation of Posttest 95
Appendix G. The Students’ Gain Difference of Matched Scores ………. 96
Appendix H. Test of Significance ………………………………………. 97
Appendix I. The rate percentage of the questionnaire ………………….. 99
Appendix J. Distribution of t-table ……………………………………… 100
ABSTRACT
Title : Using English Movies to Improve the Listening Ability to the Students of MA Babussalam Kalukuang Takalar
Researcher : FitrianiReg. Number : 20401105018Consultant I : Drs. H. Syahid, M.Ed.M.Consultant II : Dra. Djuwairiah Ahmad, M.Pd.,M.TESOL.
This research aimed to improve the listening ability of the students of
MA Babussalam Kalukuang Takalar by using English Movies. The problem
statements were: 1). to what extent may the students improve their listening
ability through using English Movies? 2). to what extent is the students’
attitude toward the application of using English Movies? The objectives of the
research were to find out whether or not English Movies can improve the
students’ listening ability and to find out the students’ attitude toward the
application of using English Movies in improving their listening ability. The
researcher applied pre-experimental method. The population of the research
was the students of MA Babussalam Kalukuang Takalar in academic year
2008/2009 which consists of 20 students. Ten students from the first class and
ten students from the second class. The writer used random sampling in taking
the sample. The researcher used tests and questionnaire to collect data. The
researcher distributed listening test through pre test and post test and she
distributed questionnaire to collect information about their attitude toward the
application of using English Movies.
The result of the research showed that the students’ listening ability had
poor score in pre test. After treatment, their listening ability is significantly
increased. It can be seen from their score that changed became good. The data
analyzed using t-test showed that the value of t-test is higher than t-table
(7.98>2.093). It can be concluded that English Movies is effective in
improving the students’ listening ability. Data from questionnaire showed that
students have positive attitude toward the application of using English Movies.
CHAPTER I
INTRODUCTION
This chapter begins with the background of the research followed by
problem statements, objective, significance and the scope of the research. The
definition of terms is presented at the end of this section.
A. Background
Listening is one of the keys to create a good communication. It has
an important role in communication because most of our time we spend for
listening activity. Gilbert (2002) stated that listening is the most critical
communication skill. Students are in listening situation 65% to 90% of the
time. Moreover, Harmer (1983) stated that nearly 50% of typical students’
time spent in listening, the higher the grade level, the more time usually
spent in listening. Many college’s students spent nearly 50% of their time
listen to the lectures and discussion. Listening skill is really important in
our life. In order to make the communication can go smoothly we must
understand the speaker’s message. Underwood (1989) stated that listening
is the activity of paying attention to and trying to get meaning from
something we hear. Listening is not only activity to hear the speaker’s
message but also to understand the meaning of the message that conveyed.
Teachers have been trying many techniques to improve listening,
from traditional to modern technology in teaching listening. Using modern
technology will be better than traditional one. One of the modern
technologies that can be applied and give a big contribution in improving
listening ability is using movie as a media of teaching. Macavity (2005)
stated that watching films can help to take the language away from the
artificial classroom norm, because they see/hear the language in a more
natural setting. Louw (2008) also stated that movies present language in a
way that is often more natural than that found in course-books, the fantastic
visual context aids understanding and boosts listening, and students just
simply love them.
From the statements above, the writer concludes that listening skill
should be interestingly taught in order to make students feel natural in
studying it. With a good technique, students’ listening can be improved and
is expected that English Movies is one of the ways of assisting students to
understand native speakers’ speech.
B. Problem Statements
Based on the previous description, the writer formulates a research
questions as follows:
1. To what extent may the students improve their listening ability
through using English Movies?
2. To what extent is the students’ attitude toward the application of
using English Movies?
C. Objective of the Research
The main objectives of the research are:
1. Finding out whether or not the use of English movies can
improve the students’ listening ability.
2. Finding out the students’ attitude toward the application of using
English Movies in improving their listening ability.
D. The Significance of the Research
The result of the research is expected to be useful information for
English teacher about the usage of English Movie in teaching listening skill
and is expected to be worthwhile information for all students (readers), so
that they can utilize as a media, not only as entertainment but also to
increase their knowledge. It is hoped that it gives a meaningful contribution
to the students improve their listening ability.
E. The Scope of the Research
The study focused on the usage of English movies in improving
listening ability.
F. Definition of Terms
In this section, the writer would like to give the operational
definition of the topics:
1. Movie
Webster’s dictionary (1989) defined that movie is a moving
picture show. Wordnet (2008) defined movie as a form of
entertainment that enacts a story by a sequence of images giving the
illusion of continuous movement. The writer concludes that movie is a
picture that can move and one of the entertainment’s forms that can be
used to make students interested in joining our class.
2. Listening
Miller (2002:4) defined listening as an active process of
organizing, understanding and accurately interpreting the message
communication by others. Webster’s dictionary (1989) defined that
listening is using one’s ear consciously in order to hear, to pay attention,
to speech, music, etc. Nicholas (1989) stated that listening is an active
process in constructing the overall message that is eventually exchange
between listener and speaker.
The writer concludes that listening is an activity in which we use
our ear to hear and we must pay attention to it so we can interpret a
message correctly and clearly.
3. Ability
Hornby (1995) defined ability is the mental or physical capacity,
power or skill required to do something. Rasch (2008) stated that ability
is the level of successful performance of the objects of measurement on
the variable.
Based on the definition above, the writer can conclude that
ability is skill or capacity that required doing something or something
that can be used to measure the successful of someone, it can be natural
or acquired.
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter begins with some previous related findings and some
pertinent ideas. The theoretical framework is presented at the end of this
section.
A. Some Previous Related Findings
There are some previous findings of some researchers have relation
to this researcher such as follows:
Gusrianti (1996) concluded that teaching listening class by using
native speakers voice recorded materials is very helpful.
Malik (2001) concluded that the third year students’ of MAN 1
Bulukumba have a favorable interest in learning listening comprehension
by using song in VCD. This finding is supported by the scores of pre-test
and post-test.
Sarkiah (2002) concluded that teaching listening comprehension by
using VCD can improve the student’ listening of the second year students’
of SLTP Bulukumba. It was obviously seen that t-test was smaller that t-
value.
Nur Zam-Zam (2005) concluded that Audio Lingual Method is
useful to help the students to improve their listening ability.
Wisma (2007) concluded that teaching listening through fable in
Video Compact Disc (VCD) is effective in improving the students’
listening comprehension training. It is shown of the result of t-test that there
was significance different between t-table.
Suriyana (2008) concluded that the first year students of MA Bahrul
Ulum Gowa have good listening comprehension on listening having taught
through Listening Reading Transfer Lesson (LRTL).
Fadli (2008) concluded that the second year students of MA Islamic
Boarding School Biru Bone Regency have good listening comprehension
with use Top-Down processing strategy.
Referring to the some previous related findings, there were many
ways that have done by the researchers to improve the listening ability/
comprehension, like using native speakers’ voice recorded materials, used
top-down processing strategy, through LRTL, using fable and song in
VCD. Although the strategies they used were different but all of the
researchers have the same goal, namely to improve the listening skill. Sdo
that, in this research I’d like to use one of the strategies that used
multimedia in presenting the listening ability. I intended to know the
effectiveness of listening skill when the researcher combines between
visual and auditory.
B. Some Pertinent Ideas
1. Listening Ability
a. Definition of Listening
Listening was defined by many experts. Kline (2009) defined
listening is the process of receiving, attending, and understanding
auditory messages; that is, messages transmitted through the
medium of sound. Underwood (1989) defined listening is the
activity of paying attention to and trying to get meaning from
something we hear. Miller (2002:4) defined listening as an active
process of organizing, understanding, and accurately interpreting the
message communication by others. McErlain (1999) defined
listening as the ability to receive and decode oral communication by
processing a language sample.
Cullen (1999) stated that listening comprehension is a
complicated operation. It involves two important processes:
1) The first is bottom-up processing where the listener builds up the
sound into words, sentence and meaning.
2) The second is top-down processing where the listener uses
background knowledge to understand the meaning of a message.
Referring to the definitions above, the writer concludes that
listening is an active process in which we just not hear the speaker’s
message but there are several things that should be done such as we
must try to process it, understand it, interpreting it, evaluation it and
then respond it. Background knowledge is also important in listening
activity.
b. The Nature of Listening
Sometimes people are often mistaken regard listening as a
passive process, whereas there is an active process in it. Underwood
(1989) stated that to listen successfully to spoken language, we need
to be able to work out what speakers mean when they use particular
words in particular ways on particular occasions and not simply to
understand the words themselves. Moreover, McErlain ( also stated
that in order to decode the message that the speaker is delivering, the
listener must actively contribute knowledge from both linguistic and
non-linguistic sources. The writer concluded that there is an active
process in listening activity, because the listeners not only listen to
the speaker but they should use all of the aspects that can help them
to understand the massage that conveyed.
McKeating (1981) stated that the listener passes through
certain processes in constructing a message out of a stream of sound
in the L1 situation:
1). Perception.
2). Decoding.
3). Prediction and selection.
Perception of sounds refers to the process of identifying
speech sounds. The listener uses linguistics knowledge to identify
these and makes sense of the sounds to which she is exposed by
segmenting them into familiar units, recognizing and using
intonation to indicate word boundaries. Thus the learner is able to
segment the flow of speech into meaningful parts.
Decoding refers to the means by which the listener makes
sense of the message by taking in chunks and not just sentences.
This has implications for the teacher training the student to listen,
not only for key words, but also for chunks of meaning. Each chunk
should be recognized as meaningful and understood on reception
and held in short term memory long enough for it to he related to
what has gone before or what follows.
Prediction of specific items with a high degree of accuracy
helps the listener to listen without straining to catch every word. The
prediction of unknown or unheard words reduces tension in the
listener. Redundancy also helps the listener and has a role to play in
ensuring the message is received. Selection refers to the process of
sifting information and retrieving relevant information in a mass of
data. Oller (1974) used the term expectancy to describe the fact that
cognitive processes are dependent to a great extent on the human
capacity to anticipate elements in the sequence of experience. This
insight goes back to a series of experiments which showed that the
more predictable a series of elements becomes the more readily it is
processed.
Referring to the statements above, the writer concluded that
in listening activity there is an active process although this activity
seems as passive process. When we are in listening activity our brain
is working, it can be proved from the fact that in constructing the
message from what we hear, we pass through certain processes that
is perception, decoding, prediction and selection. Perception is the
most important because it influences the next process. If we are
mistaken in the first process, it means that we will mistake until the
last process or if we lost when in perception process I take for
granted that we will fail to continue the next part.
c. The Process of Listening
Devito (2000) stated that the process of listening can be
described as a series of five types, namely:
1). Receiving
Receiving is the act of hearing sound. Hearing is
something that just happens when you open your ears or when
you get within earshot of some auditory stimuli. But listening
begins with receiving messages the speakers sends.
2). Understanding
Understanding is the stage at within you learn what the
speaker means. To improve understanding, we relate information
to what you have known or place the received meaning into your
own experience. Nicholas (1988) purposed the process of
listening with understanding is going through the following
stages:
a). The listener decides whether the sound is organized or simply
random.
b). Next step is to impose some kind of structure or the steam of
sound.
c). The last reticulate the sound in our mind, selecting from it,
what the listener judge to be important and stone in the
memory for future use.
3). Remembering
Messages that you received and understand need to be
retained for at least some period of time, you can augment your
memory by taking notes or by tape recording the message.
4). Evaluating
Evaluating consist of judging the messages in some ways.
Generally, if you know the person well, you will be able identify
the information and therefore able to respond appropriately. In
evaluating the messages, you must distinguish facts from
inferences, opinion and personal interpretations by the speaker.
5). Responding
Responding occurs in two phases, namely: responses you
make while the speaker is talking and responses you make after
the speaker have stopped talking. The responses are feedback or
information that you send back to the speaker and which tells the
speaker how you feel and think about his or her messages.
Referring to the statements above, the writer concluded
that in the process of listening, the five processes are very crucial
in listening and they always relate each other. For example, it is
impossible to understand a message that we have not or never
receive before and so on.
d. The Types of Listening
Devito (2000) divided three types of listening in which
people involved, namely:
1). Appreciative listening
Appreciative listening is listening for entertainment and
enjoyment. In appreciative listening skills that should be
practiced are listen for information as well as feelings and relate
what we are hearing to our experiences.
2). Informative listening
Informative listening is listening to gain knowledge and
comprehend ideas. Informative listening skills that should be
practiced are identify the main ideas, relate ideas/ arguments to
your experiences and paraphrase ideas and put them into your
own words.
3). Emphatic Listening
Emphatic listening is listening to the feelings of other
person. Emphatic listening skills that should be practiced are
avoid negative responses and strive to be strong emphatic
listener, namely: identify the emotions, listen to the story and left
the person talk through their problems.
Whereas Kline (2009) divided five types of listening because
different situations require different types of listening.
1). Informative listening
Informative listening is the name of situation where the
listener’s primary concern is to understand the message. It is
found in all areas of our lives. Most of our learning comes from
informative listening.
There are three key variables related to informative
listening. Knowing these variables can help us begin to improve
our informative listening skills, that is we will become
increasingly successful in understanding what the speaker means.
a). Vocabulary
Vocabulary has an important role in listening because
increasing vocabulary will increase potential for better
understanding.
b). Concentration
Concentration is difficult, let alone most of the people
sometimes don’t concentrate when listening. Concentration
requires discipline, motivation and acceptance of
responsibility.
c). Memory
Memory is an especially crucial variable to
informative listening. We cannot process information without
bringing memory into play.
2). Relationship listening
The purpose of relationship listening is either to help an
individual or to improve the relationship between people. The
emphasis of listening relationship is on understanding the other
person. Three behaviors are keys to effective relationship
listening, namely:
a). Attending
In relationship listening, attending behaviors indicate
that the listener is focusing on the speaker. Nonverbal cues
are crucial in relationship listening, it indicates that we are
attending to the speaker or not.
b). Supporting
Many responses have a negative or non supportive
effect. Sometimes the best response is silence. Three
characteristics describe supportive listeners are discretion
(being careful about what they say and do), belief (expressing
confidence in the ability of the other person) and patience
(being willing to give others the time they need to express
themselves adequately).
c). Empathizing
Empathy is feeling and thinking with another person.
The caring, emphatic listener is able to go into the world of
another. Empathic behavior can be learned. First, we must
learn as much as we can about the other person. Second, we
must accept the other person even if we can’t accept some
aspects of that person’s behavior. Third, we must have the
desire to be an emphatic listener.
3). Appreciative listening
Appreciative listening includes listening to music for
enjoyment to speakers. It is response of the listener and the
quality of appreciative listening depends in large part on three
factors, namely:
a). Presentation
Presentation encompasses many factors, that is: the
medium, the style, the personality of the presenter.
Sometimes it is our perception of the presentation, the most
influences our listening pleasure or displeasure.
b). Perception
Perception is an important factor in appreciative
listening because it influences all areas of our lives. It is
crucial to determinants as to whether or not we enjoy or
appreciate the things we listen to.
c). Previous experience
Previous experience influences whether we enjoy
listening to something or not. In some cases, we enjoy
listening to things because we are experts in the area.
4). Critical listening
The ability to listen critically is essential in a democracy
and an academy. There are three things that should keep in mind
in critical listening, they are as follows:
a). Ethos (Speaker Credibility)
The two critical factors of speaker credibility are
expertness and trustworthiness. Effective critical listening
requires careful judgment about the expertness and
trustworthiness of the speaker.
b). Logos (Logical Arguments)
Sometimes, speakers with high ethos make errors in
logic. We cannot ignore the aspect of logic, because both
ethos and logos are crucial elements of critical listening.
c). Pathos (Psychological appeals)
The psychological or emotional element of
communication is often misunderstood and misused. So that,
effective critical listeners should carefully determine the
focus of the speaker’s message.
5). Discriminative listening
Discriminative listening may be the most important type
for it is basic to the other four. Although it cuts across the other
four types of listening, but there are three things that should to
consider about this type of listening, namely:
a). Hearing ability
Hearing ability is very important because people who
lack the ability to hear well will have greater difficulty in
discriminating among sounds.
b). Awareness of sound structure
Attention to the sound structure of the language will
lead to more proficient discriminatory listening.
c). Integration of nonverbal cues
Words don’t always communicate true feelings. The
way they are said or the way the speaker acts may be the key
to understand the true or intended meaning.
Referring to the statements above, the writer concluded that
there are many types of listening. Although the two experts have
different opinion about the types of listening but it is not a problem.
They divided the types of listening because they realize that different
situations will also require a different type. It is important for us to
learn about the various types in listening so we know in what
situations we are and what types of listening should be applied.
e. The Potential Problems in Learning to Listen to
English
Underwood (1989) stated that there are many problems that
students may encounter when learning to listen, namely:
1). Lack of control over the speed at which speakers speak.
Most of the students have problem in listening to English
because they cannot control how quickly a speaker speaks. They
feel that the utterance disappear before they can sort them out.
This frequently means that students who are learning to listen
cannot keep up. They are so busy working out the meaning of
one part of what they hear that they miss the next part.
2). Not being able to get things repeated.
Another difficulty associated with controlling what the
speaker says is that the listener is not always in a position to get
the speaker to repeat an utterance. For example, when we speak
to a native speaker it is impossible if we ask him/ her to repeat
what he/ she had said.
3). The listener’s limited vocabulary.
Choice of vocabulary is depend of the speaker. It is
become a problem when people listening to a foreign language
an unknown word can cause them to stop and think about the
meaning of the word and thus making them miss the next part of
the speech.
4). Failure to recognize the “signals”.
There are many ways in which a speaker can indicate that
he/ she is moving from one point to another. These signals are
not immediately self-evident to a person listening to a foreign
language and can easily be missed.
5). Problems of interpretation.
Problems of interpretation can occur when students who
are unfamiliar with the context may have considerable difficulty
in interpreting the words they hear even if they can understand
their “surface” meaning.
6). Inability to concentrate.
In listening work, inability to concentrate is a major
problem, because even the shortest break in attention can
seriously impair comprehension.
7). Established learning habits.
Established learning habit is not a good way if we want to
improve our students’ listening ability because we do not teach
our students the real situation. It can be seen in most of the
school, listening was taught traditionally (teacher repeat and
pronounce words carefully, speaking slowly and pausing
frequently).
Moreover, in teachers’ articles from internet, the writer found
that there are eleven possible reasons why some students find
listening difficult, namely:
1). The are trying to understand every word.
2). They get left behind trying to work out what a previous word
meant.
3). They just do not know the most important words.
4). They do not recognize the words that they know.
5). They have problems with different accents.
6). They lack listening stamina/ they get tired.
7). They have a mental block.
8). They are distracted by background noise.
9). They cannot cope with not having images.
10).They have hearing problems.
11).They cannot tell the difference between the different voices.
From the explanation above, the writer can conclude that
there are many problems that we will face in listening activity. The
problems are various from the easy one until the most difficult,
especially when we learn to listen for foreign language. But it is not
a hindrance for us to learn listening skill. We must remember that
listening skill is very important because most of our time we spend
for listening activity.
2. English Movie
a. Definition of Movie
Webster’s dictionary (1989) defined that movie is a moving
picture show. Collins’ dictionary (2006) defined movie as a form of
entertainment that enacts a story by sound and a sequence of images
giving the illusion of continuous movement. In Glossary (2008)
movie was defined as the output that contains the animation and any
sound you may have added. Whereas Farlex (2008) defined movie
as a sequence of photographs projected onto a screen with sufficient
rapidity as to create the illusion of motion and continuity and a
connected cinematic narrative represented in this form.
Referring to the definitions above, the writer concluded that
movie is motion pictures that create for entertainment, most of them
in the form of narrative story and the length of the movie is depend
of us because there is no limitation about it.
b. Concept of using movie in teaching
In this part, the writer would explain the correlation of brain,
media, and cognition in learning. It becomes a reason why the writer
decided to use movie as a media at teaching program in improving
listening ability. Each people have two hemispheres in their brain,
namely left-brain and right-brain hemispheres. Both of them have
different functions. Springer & Deutsch (1998) stated that the left-
brain specializes in digital, deductive tasks that characterize oral and
written media. The right-brain specializes in iconic, intuitive tasks
that characterize visual media, especially the visual and sound
characteristics of film. These differences in brain functioning point
strongly at choices in instructional media to synergistically use both
sides of a person’s brain.
Salomon (1979) stated that Psycholinguistics research on
media, their symbol systems, and cognition point to similar
conclusions. Different media present different symbol systems to a
person. These varying symbol systems evoke different cognitive
processes resulting in different learning patterns. The line of
research suggests that people likely use different cognitive systems
to process verbal and visual media. Some evidence suggests that
people learn abstract, new, and novel concepts more easily when
presented in both verbal and visual form. Cowen (1984) in
Champoux (2007) also stated that other empirical research shows
that visual media make concepts more accessible to a person than
text media and help with later recall.
The conclusion from both brain and media and cognition
research points compellingly to use multi-media in a teaching
program.
c. How to Use Movie in Teaching
In order to show the English Movies strong points, teachers
should select the most suitable teaching method. Milli Fazey of
Kentucky Educational Television (KET) (1999) suggested that
teachers think of using a video as three-part lesson, including pre-
viewing, viewing, and post-viewing.
Before presenting the movies, the teachers need to do a lot of
preparations to help learners get more information and benefits from
the movie. Ample preparations are necessary to promote active
viewing and facilitate successful language acquisition. Teachers
must select movies in the classroom before, they must choose those
who were interesting, culture of violence are not pornographic. They
should choose a single story that means the main characters were not
too much. The pronunciations of the main roles were clarity, and the
speeds were not too much. The film’s types of which are fairly
familiar with the cultural background does not require specialized
knowledge. The weather reports, travel, leisure, news, presidential
campaign speech, and other aspects of the materials are good for
students’ learning.
While viewing the film the teacher can decide whether the
students should watch the whole film, or the film should be
segmented into several parts or just certain parts are chosen to play
according to different teaching purposes and the different levels of
films. Teachers should choose the suitable films such as simple and
vivid stories. For some films which were duration longer, and
offense were complex, of which teachers could divided the films
into several parts, in order to facilitate students understand.
Post viewing activities often connected the idea of using
language that comes from the movies or the movies could simply
have been used as a stimulus. That could provide students with a
means to do something including: analyze the characters’
personalities, emotions, behaviors and values; explain the conflicts
and the effects of conflicts, etc. Post-viewing activities usually
include: repeat plot, re-watch.
Referring to the statements above, the writer concluded that
teacher should provide their material well before teaching in the
class, especially for the teachers who want to use movie in their
teaching, so the goal of the listening study can be achieved. The
teacher also should be acted as a guider than a leader and they
should create a good atmosphere of friendliness.
d. How to Improve Listening Ability through English Movies.
English Movies are a fun way to improve English listening
because there is no doubt that everyone like to watch English
Movies. If we want to learn listening through movie, Deva (2007)
stated that one movie should be watched three times which go
through three different phases this is how it is done, that is:
1). When first time you watch the movie just watch the movie as you
normally would do. Enjoy the story laugh when you have to, cry
when you have to or do what ever you want and get the main
idea of the story.
2). When you watch the movie second time you do not watch the
movie instead you listen to the dialogues very carefully. Do not
try to look at the movie with your eyes but open your ears and
concentrate on the dialogue and try to understand what they talk
and get familiar with the accent. If you cannot understand any
word go back and listen it again. When you get that word
properly continue listening to the movie.
3). When you watching the movie for the third time, you must turn
on the subtitles. In the second phase you made yourself familiar
with the accent and the dialogues of the movie, so now you have
to do is watch and listen to the movie while looking at the
subtitles and try to validate your understanding of the dialogue.
This will make sure that you went through every single word and
there are no problems in your understanding.
C. Theoretical Framework
Most of the students have problem about their listening ability, so
the teacher should create a way to solve this problem. In this research, the
researcher decides to use English movies in improving the students’
listening and also creating a good atmosphere in learning English. The
researcher formulates the diagram underlying the theoretical framework as
follows:
INPUT
PROCEDURE
OUTPUT
ENGLISHMOVIES
USING ENGLISH MOVIES
STUDENTS’ LISTENING
ABILTY
TEACHER’SINSTRUCTION
CLASSROOMACTIVITY
STUDENTS’ PARTICIPATION
CHAPTER III
METHODOLOGY OF THE RESEARCH
This chapter begins with the design of the research, population and
sample, instrument of the research, procedures of collecting data. The
techniques of data analysis are presented at the end of this section.
A. Design of the Research
1. Research Design
In this research, the researcher used pre-experimental design.
The researcher collected information first before deciding the sample.
She found that the students at the school never using media in listening
activity, so the researcher decided to use only one class namely
experimental class. The design that used was the one-group pretest-
postest design.
Where:
O1 = pre-test
X = treatment
O2 = post-test
(Gay, 2006)
E O1 X O2
2. Variable
This research has two variables, independent and dependent
variable. The independent variable is the using of English Movies and
dependent variable is students’ listening ability.
B. Population and Sample
1. Population
The population of the research was the students of MA
Babussalam Kalukuang Takalar in academic year 2008-2009. It consists
of three classes, so the population of the research is 50 students
2. Sample
Actually, the researcher could use population research because
the number of population is less than 100 students, but it is impossible
used this technique because she cannot disturb the students from the
third class. So, in taking the sample the researcher used random
sampling. The number of the sample in this research is 20 students. The
students were taken from the first and the second class.
C. Instrument of the Research
The instruments of the research used in collecting the data are a listening
test and questionnaire. The data of listening tests were collected through
pretest and posttest. The pretest was administered to the students at the
first meeting or before the time of treatment to the class while the
posttest was given after the treatment. The form of listening test used by
the researcher is cloze test. Miyoko (2008) stated that cloze tests are a
widely used listening tool. Whereas questionnaire is used to find out the
information about the students’ attitude in learning listening through the
English Movies. The questions in the questionnaire inquired the learners
to give response about the English movies. Those consist of 10 items.
Each item was provided with four alternatives of response categories:
strongly agree, agree, less agree, and disagree.
D. Procedures of Collecting Data
The procedures of collecting data in this research were:
a. Pre-test
Before applying the English Movie techniques in improving
listening ability, the researcher gave a test to the students in cloze test
form to get data about their ability in listening.
b. Treatment
The treatment was administrated after the pre-test and it took
place during 7 meetings and spent 90 minutes in each meeting. The
treatment’s steps as follow:
1) The researcher introduced the material and gave a short explanation
about what the students were going to do in listening class.
2) The researcher wrote some vocabularies that related to the material
that would be presented.
3) The researcher asked students to take a note and wrote down what
they heard from English movies’ material.
4) The researcher repeated the material once again and asked students
to mention what they wrote.
5) After that, the researcher divided a paper that contained cloze test to
students.
6) The researcher repeated the material three times to give chance for
the students to fill the cloze test.
c. Post-test
After applying the treatment, the researcher gave post-test to
students to obtain data, whether there is any progress or improvement of
the student’s listening ability after having treatment namely through
English Movie technique or not. The tests were same with the test was
given in pre-test.
E. Techniques of Data Analysis
1. Data Obtained from the Writing Test
The data were collected through the test, and they were analyzed
quantitatively as follows:
a. Scoring the students’ answer of pretest and posttest by using this
formula:
Students’ correct answer
Score = x 10
Total number of items
(Sudjana, 2008)
b. Classifying the students’ score into seven levels, which fall into
seven classifications:
No. Classification Score
1.
2.
3.
4.
5.
6.
7.
Excellent
Very Good
Good
Fairly Good
Fair
Poor
Very Poor
9.6 – 10
8.6 – 9.5
7.6 – 8.5
6.6 – 7.5
5.6 – 6.5
3.6 – 5.5
0.0 – 3.5
(Kanwil Depdikbud, 1985)
1
)( 22
NN
XX
SD
c. Rate percentage of the students’ score:
% =
Notation:
% : Percentage
n : Frequency
N : The total respondent
d. Mean Score
Calculating the mean score of students by using the formula:
Where:
: Mean score
: Sum of all scores
N : Total number of subject
(Gay, 2006)
e. Calculating standard deviation of each total score of the pre-test and
post-test, the researcher uses the following formula:
Notation:
SD = Standard Deviation
= Sum of the score test
= Square of the test
N = The Number of the sample
I = Consonant Number
(Gay, 2006)
f. Calculating the score difference of the pre-test and post-test, the
researcher uses the following formula:
Where:
: the score difference
: the sum of the scores difference
N : the number of sample
(Gay, 2006)
g. Test Significance
To know whether the mean score of pretest is significantly different
from that of, writer calculates the t-test value by applying the
following formula:
Where:
t = test of sifnificancy
= the score difference
= the sum of the scores difference
N = the number of sample
(Gay, 2006)
2. Data Obtained from the Qestionnaire
The collected data from the questionnaire analyzed by using the
percentage technique. The researcher used the following formula:
P = F x 100 % NWhere:
P = Percentage
F = The frequency of items
N = The total respondent
Calculating the mean score of the questionnaire by using this
formula:
M =
Where:
M = Mean score
= The sum of sub total
= Total respondent
The statement of questionnaire on the students’ attitude had four
alternatives response categories:
a) Strongly agree = 4
b) Agree = 3
c) Disagree =2
d) Strongly disagree = 1
BAB IV
FINDING AND DISCUSSION
This chapter presents the findings and the discussion of findings.
The findings consist of all the data collected during the research and the
discussion deals the explanation of the findings.
A. Findings
1. The Data Analysis of the Listening Test
After calculating the result of the test, the rate percentages of the
students score were presented in the following table:
Table 1: The rate percentage of the students’ score of pre-test
No. Classification Score Frequency Percentage (%)
1.
2.
3.
4.
5.
6.
7.
Excellent
Very good
Good
Fairly good
Fair
Poor
Very poor
9.6 – 10
8.6 – 9.5
7.6 – 8.5
6.6 – 7.5
5.6 – 6.5
4.6 – 5.5
0.0 – 4.5
-
1
-
2
-
11
6
-
5 %
-
10 %
-
55 %
30 %
Total 20 100 %
The table 1 shows that from 20 students, there were 1 (5 %)
students got the very good score, 2 (8, 33 %) students got the fairly
good score, 11 (55 %) students got the poor score, and 6 (30 %)
students got the very poor score. None of them got the excellent, good
and fair score. It means that the students at MA Babussalam have
serious problem in their listening skill before got treatment. It can be
seen in their pre-test that 55 % students get the poor score.
Table 2: The rate percentage of the students’ score of post-test
No. Classification Score Frequency Percentage (%)
1.
2.
3.
4.
5.
6.
7.
Excellent
Very good
Good
Fairly good
Fair
Poor
Very poor
9.6 – 10
8.6 – 9.5
7.6 – 8.5
6.6 – 7.5
5.6 – 6.5
4.6 – 5.5
0.0 – 4.5
3
3
9
2
1
2
-
15 %
15 %
45 %
10 %
5 %
10 %
-
Total 20 100 %
The table 2 shows that, there were 3 (15 %) students got the
excellent score, 3 (15 %) students got the very good score, 9 (45 %)
students got the good score, 2 (10 %) students got the fairly good score,
1 (5 %) students got the fair score, 2 (5 %) students got the poor score.
None of them got the very poor score. It means that the students could
improve their listening ability after the treatment.
Now the writer will present the result of the students pre-test and
post-test, after calculating the mean score and standard deviation are
presented in the following table.
Table 3: The mean score and standard deviation of the students’
pre-test and post-test analysis.
Types of test Mean score Standard Deviation
Pre-test 3.80 2.65
Post-test 7.95 1.43
The data in table 3 indicates that the mean score of the students
pre-test is 3.80 while the mean score of the students post-test is 7.95.
From that result, we see that the mean score of the post-test is higher
than that of the pre-test. It means that using English Movies are
effective used in teaching listening skill.
Is the mean score of the pre-test and post-test statistically
significant on the level of significant on 0.05 with the degree of freedom
(df) = 19? Let us see the following table:
Table 4: the t-test of the students’ achievement
Variable t-test value t-table
X1-X2 7.98 2.093
Based on the table above, the result of the statistical analysis for
the level significance α = 0.05 and the degree of freedom df = n -1 = 19
where n = 20. The value of t-test is higher than t-table (7.98>2.093).
Therefore, it can be concluded that there is significant difference
between the result of the pre-test and post-test through using English
Movies in improving the listening ability.
3. The Data Analysis of the Questionnaire Test
The questionnaire in this research consisted of 10 items, each
items provided with four alternatives of response categories namely:
strongly agree, agree, disagree, and strongly disagree. To analyze the
result of the questionnaires given to 20 students, let us see the following
tables.
Table 5. The students’ opinion about their interest in learning
listening by using English Movies.
Responses Frequencies Percent (%)
Strongly agree
Agree
8
11
40
55
Less agree
Disagree
-
1
-
5
Total 20 100%
Table 5 shows that most of the students were interested in
learning listening by using English Movies. It was supported with the
empirical data where the highest rate percentage shows that there were
11 students (55%) agree with the statement given to them. Meanwhile,
none of them less agree and the lowest percentage shows that there was
1 student (5%) disagree.
Table 6. The students’ opinion about whether or not the English
Movies are enjoyable in learning listening.
Responses Frequencies Percent (%)
Strongly agree
Agree
Less agree
Disagree
9
11
-
-
45
55
Total 20 100%
Table 6 shows that most of the students thought that the
English Movies were enjoyable for them to use in learning listening. It
was supported with the empirical data where the highest percentage
shows that there were 11 students (55%) agree with the statement given
to them. Meanwhile, none of them less agree and disagree.
Table 7. The students’ opinion about whether or not the teaching
of listening is good by using English Movies.
Responses Frequencies Percent (%)
Strongly agree
Agree
Less agree
Disagree
10
8
2
-
50
40
10
-
Total 20 100%
Table 7 shows that most of the students thought that English
Movies were very good used in teaching listening. It was supported
with the empirical data where the highest percentage shows that there
were 10 students (50%) strongly agree with the statement given to them.
Meanwhile, none of them disagree in line with the item.
Table 8. The students’ opinion about whether or not the English
Movies can be alternative media in learning listening.
Responses Frequencies Percent (%)
Strongly agree
Agree
Less agree
Disagree
12
8
-
-
60
40
-
-
Total 20 100%
Table 8 shows that most of the students thought that the
English Movies could be an alternative media in learning listening. It
was supported with the empirical data where the highest percentage
shows that there were 12 students (60%) agree with the statement given
to them. Meanwhile, none of them less agree and disagree.
Table 9. The students’ opinion whether or not the English Movies
can be an entertainment media in learning listening.
Responses Frequencies Percent (%)
Strongly agree
Agree
Less agree
Disagree
11
5
-
4
55
25
-
20
Total 20 100%
Table 9 shows that most of the students thought that learning
listening by using English Movies could be an entertainment media. It
was supported with the empirical data where the highest rate percentage
shows that there were 11 students (55%) agree with the statement given
to them. Meanwhile, none of them less agree and the lowest percentage
shows that there were 4 students (20%) disagree.
Table 10. The students’ opinion about whether or not the
English Movies can activate their participation in the
learning process.
Responses Frequencies Percent (%)
Strongly agree
Agree
Less agree
Disagree
6
14
-
-
30
70
-
-
Total 20 100%
Table 10 shows that most of the students thought that the English
Movies could activate their participation in learning listening. It was
supported with the empirical data where the highest percentage shows
that there were 14 students (70%) agree with the statement given to
them. Meanwhile, none of them less agree and disagree.
Table 11. The students’ opinion about whether or not the English
Movies can avoid their teacher’s domination in the
learning process.
Responses Frequencies Percent (%)
Strongly agree 8 40
Agree
Less agree
Disagree
11
-
1
55
-
5
Total 20 100%
Table 11 shows that most of the students thought that using
English Movies could avoid their teacher’s domination in learning
process. It was supported with the empirical data where the highest rate
percentage shows that there were 11 students (55%) agree with the
statement given to them. Meanwhile, none of them less agree and the
lowest percentage shows that there was 1 student (5%) disagrees.
Table 12. The students’ opinion about whether or not they feel
motivate to learn listening by using English movies.
Responses Frequencies Percent (%)
Strongly agree
Agree
Less agree
Disagree
9
8
3
-
45
40
15
-
Total 20 100%
Table 12 shows that most of the students thought that they felt
motivate to learn listening by using English Movies. It was supported
with the empirical data where the highest percentage shows that there
were 9 students (45%) strongly agree with the statement given to them.
Meanwhile, none of them disagree with the statement.
Table 13. The students’ opinion about whether or not the English
Movies can help them to improve their listening ability.
Responses Frequencies Percent (%)
Strongly agree
Agree
Less agree
Disagree
9
9
2
-
45
45
10
-
Total 20 100%
Table 13 shows that most of the students thought that the
English Movies could help them to improve their listening ability. It
was supported with the empirical data where the highest percentage
shows that there were 9 students (45%) strongly agree and agree with
the statement given to them. Meanwhile, none of them disagree with the
statement.
Table 14. The students’ opinion about whether or not their attitude
is increased to learn listening by using English Movies.
Responses Frequencies Percent (%)
Strongly agree
Agree
Less agree
Disagree
8
10
2
-
40
50
10
-
Total 20 100%
Table 14 shows that most of the students thought that their
attitude is increased to learn listening through using English Movies. It
was supported with the empirical data where the highest percentage
shows that there were 10 students (50%) agree and 8 students (40%)
were strongly agree with the statement given to them. Meanwhile, none
of them disagree with the statement.
Table 15. The Descriptive of the Students’ Score of the
Questionnaire
NoScore of Item
Total1 2 3 4 5 6 7 8 9 101 4 4 4 4 4 3 3 3 3 4 362 1 3 2 4 4 3 4 2 3 4 303 4 3 3 4 3 4 4 4 4 4 374 3 3 3 3 4 3 3 4 4 4 345 3 3 4 4 2 3 3 3 4 3 326 3 4 4 3 3 3 3 3 4 3 337 4 3 3 4 3 3 3 3 3 3 328 3 4 2 3 4 3 1 4 3 4 319 4 4 3 3 4 3 3 3 3 3 3310 3 4 4 4 4 4 4 3 3 3 3611 4 4 4 4 4 4 4 4 4 4 4012 3 4 4 4 4 4 4 4 3 3 3713 3 3 4 4 1 3 3 4 4 3 3214 3 3 4 3 4 3 3 3 3 3 3215 3 4 3 4 1 4 3 2 2 2 2816 4 3 3 3 3 3 4 4 3 4 3417 4 3 3 3 3 3 4 4 4 4 3518 3 3 4 4 1 3 3 4 4 3 3219 4 4 4 3 3 3 4 2 2 2 3120 3 4 3 4 3 4 3 3 4 3 34
TotalSource: The Tabulation result of the questionnaire
To know the students’ attitude toward the application of using
English Movies, the researcher calculates the mean score of the
questionnaire by using this formula:
M =
=
M = 33.5
The mean score of the students’ questionnaire is 33.5
To interpret the mean score of the students’ attitude the
researcher refers to the alternatives response categories. The statement
of questionnaire on the students’ attitude had four alternatives:
a) Strongly agree = 4
b) Agree = 3
c) Disagree = 2
d) Strongly disagree = 1
Based on the students’ mean score in questionnaire, the
researcher concluded that the students of MA Babussalam have positive
attitude toward the application of using English Movies to improve their
listening ability.
B. Discussion
Based on the data analysis from the students’ pre-test and post-test,
there was improvement after treatment. The result of the students’ pre-test
showed that they were poor in listening skill. In the pre-test, from 20
students only one students (5%) got the very good score, 2 (8, 33 %)
students got the fairly good score, 11 (55 %) students got the poor score,
and 6 (30 %) students got the very poor score. None of them got the
excellent, good and fair score. In the post-test, the students’ score was
significantly increased. It was proved by the fact that there were 3 (15 %)
students got the excellent score, 3 (15 %) students got the very good score,
9 (45 %) students got the good score, 2 (10 %) students got the fairly good
score, 1 (5 %) students got the fair score, 2 (5 %) students got the poor
score. None of them got the very poor score. Based on the data above, we
can see that rate percentage of the post-test is higher than the pre-test. It
means that the students’ listening ability was significantly increased.
Based on the students’ mean score in the pre-test and post-test, the
researcher saw that they were significantly different. The mean score of
students’ pre-test is 3.80 and post-test is 7.95. And then, the result of the t-
test indicates that the t-value 7.98 is higher than the t-table 2.093. It means
that using English Movies is an effective technique in teaching listening.
Based on the students’ mean score in the questionnaire, the
researcher concluded that the students of MA Babussalam have positive
attitude toward the application of using English Movies in their listening
class. It can be seen from the result of the mean score, that is 33.5. It means
most of the students agree with the using of English Movies.
CHAPTER V
CONCLUSION AND SUGGESTION
This part deals with the conclusion and suggestion of the research
based on the findings and discussion in the previous chapter.
A. Conclusion
Based on the findings and discussion, the researcher concludes that:
1. The students listening ability of MA Babussalam before treatment was
classified as poor and then after treatment their listening ability is
significantly increased. It can be seen from the result of their post-test,
their listening ability change became good classification.
2. Using English Movies is an effective technique that can be used in
teaching listening skill. It can be seen from the result of t-test value and
t-test, where the value of t-test is higher than t-test.
3. The students of MA Babussalam have positive attitude toward the
application of using English Movies in their listening class. It was
supported by the questionnaire that they had answered.
B. Suggestion
After conducting this research, the researcher would like to offer
some suggestions:
1. Nowadays, English teacher should use a media that combined between
visual and auditory in teaching listening skill, so the students are not
bored and enjoy the class. It will be better to use multimedia in teaching
it. One of the good ways is by using English movies in their learning.
2. The researcher also suggested for the next researcher who are interested
in this subject (listening) to find out the other way that more interesting
than English Movies to teach listening because it is the most difficult
skill in English.
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McErlain, Tricia. 1999. The Nature of Listening: the Need for Listening in English for Academic Purposes. Retrieved from http://www.aelfe.org/documents/text1-McErlain.pdf .
McKeating, D. 1981. Comprehension and Listening in G. Abbot and P. Wingard (eds.), The Teaching of English as an International Language. Collins.
Miller, Roziln. 2002. Listening Curriculum Resource Guide. Retrieved from http://www.ostea.org/listening.htm.
Miyoko. 2009. Developing Teaching Material for Classroom Interaction in a Movie-Based Course. Retrieved from http:/www. http://www.seigakuin-univ.ac.jp/pdf.
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APPENDIX A
Instrument of Pre-test and Posttest
Name : _________________
Class : _________________
TITANIC
Listen to the movie carefully and then fill in the blanks with the words
that you heard!
Rose : Jack, this is impossible. I can’t you.
Jack : I need to to you
Rose : No Jack, no!. Jack, I’m , I’m marrying Cal. I Cal.
Jack : Rose, you’re not picnic alright? You’re a spoiled little brat, even.
But under that, you’re the most amazingly, astounding,
wonderful girl, woman that I’ve never , and
Rose : Jack …
Jack : Let me trying getting this out! You’re ama I’m not an idiot. I
know how the worlds work. I’ve get ten bucks in my
and I’ve nothing to offer to you, well I know that, I . But
I’m too involved now. You jump I jump, ? I can’t turn
away without knowing you’ll be all right. That’s all that I want.
Rose : I’m fine, I’ll be fine………..really!
Jack : Really? I don’t so.
---ooo GOOD LUCK ooo---
First Meeting
Name : _________________
Class : _________________
THE INVISIBLE
Listen to the movie carefully and then fill in the blanks with the words that you
heard!
Scene One
Lecturer : See, they return. Ah…. She the tentative movements and the ____
feet. Trouble in the pace and the uncertain wavering.
__________? Come on guys, we did this poem three days ago.
Nick : Ezra Pound?
Lecturer : No one? Hello?
Nick : It’s Ezra Pound, The Return.
Lecturer : No one? Ezra Pound. You guys are killing me. OK, __________.
Poems we heard in last class. Jimmy!
Jimmy : Nick Powell’s poem. I mean, I didn’t get it. How does “sleep
__________ ”?
________ 1 : It’s a metaphor
Jimmy : It doesn’t any rhyme
Nick : What’s your problem man?
________ 2 : It’s _________; Nick’s always trying to make himself
__________.
________ 3 : I think Powell has serious issues.
Jimmy : Whatever, it .
________ 2 : I liked it.
Nick : Is this a game? Are you guys playing a game? Do you think this is
funny? Hello! __________? Hello, hello, hello, hello, hello, can
anybody hear me?
Lecturer : He guys, guys. Let’s talk about this when Nick gets back to class,
shall we?
========================
Nick : You saw me. You were at the _______and you saw me. I need
your help. Can you help me? Look, I know you can see me.
Old man : You’ll never been seen again. They…... can’t hear you anymore.
They can’t touch you. You don’t ……_______
Nick : No, no, no!
========================Marcus : ____ home! We’ve gotta get out of here. There’s a tail on
him.
Annie : There’s just no _________ these days.
Marcus : Shut your mouth! You need to learn to shut your mouth or
someone’s gonna shut it for you.
Annie : And who would that be, Marcus? ?
_________ 1 : Marcus, cops!
Cop 1 : Annie!
Cop 2 : Drop the gun Annie! Drop it now!
Cop 1 : Put the gun down. Hold your ____________. Put the gun down!
Annie, ! Nice. Come on Annie, where’s Nicholas?
Just give it up!
Nick : They’ll you Annie!
Annie : Never, never!
---ooo GOOD LUCK ooo---
Second Meeting
Name : _________________
Class : _________________
THE INVISIBLE
Listen to the movie carefully and then fill in the blanks with the words that you
heard!
Scene Two
Nick : You know, sometimes I wish my mom was Instead
of my Dad. I always did what she wanted. You know and I never
even argued. You know maybe if I was a little more like you, we
both wouldn’t be here.
Annie : I’m .
Nick : Annie….I know you can hear me. Just tell them where my
is.
===================
Nick : I’m dying, Annie. I don’t know how much time left to. And you’re
the only one that can save my . How much
messed up is that?
Annie…..!
I’ right here, Annie. I’m right here.
===================
Nick’s Mom : You some nerve.
Nick : No Mom, no!
Annie : I just need to talk to .
Nick’s Mom : Talk? He can’t talk. Thanks to you.
Annie : You should hate me.
Nick’s Mom : Hate you? Yes, I do. I hate you. !
Nick : Don’t!
Annie : Please, don’t! I can’t ask you to forgive me.
Nick : Stop it Mom, stop it!
Annie : It’s OK. She you.
Nick’s Mom : What did you say?
Nick : Tell her that I’m here.
Annie : I don’t know how to say this, but…..
Nick : Just tell her!
Annie : He’s here….NICK.
Nick’s Mom : Don’t. Don’t you talk about my son.
Nick : You have to make her listen to you. You have to make her listen.
Annie : I can feel him here. . I can even hear him. I know
what he wants.
Nick’s Mom : I don’t believe you.
Nick : Tell her that she was on my room.
Annie : You were in his room.
Nick : After I .
Annie : After he was gone.
Nick’s Mom : What do you do in?
Nick & Annie : You read one of my poems, for the first . I was
there Mom. I watched you. I read it with you.
Nick : And you couldn’t even finish it. You were hurting to much and
I….. and I see that now. I never understood what you were going
through after Dad died. How you felt.
Nick & Annie : But I’m still here Mom. And you have to that.
I’m here.
Annie : I’m here.
Nick’s Mom : What do you want? What do you want?
Annie : I need to see him, just for a minute.
Nick’s Mom : No.
Annie : I can help .
Nick’s Mom : No.
Annie : Please, I don’t know why, but I’m supposed to be here. I can bring
him .
---ooo GOOD LUCK ooo---
Third Meeting
Name : _________________
Class : _________________
THE SIXTH SENSE
Listen to the movie carefully and then fill in the blanks with the words that you
heard!
Scene One
Mom : Take ‘em off. I don’t want them on my . I saw
what was in your bureau drawer when I was cleaning. Get
something you want to confess? Hmm? The bumblebee
? Why did keep taking it? It was grandma’s. You know what if it
? You know how sad I’d be.
Cole : You’d cry cause you miss Grandma so much.
Mom : That’s right.
Cole : Sometimes people thinks they lose and they really
didn’t lose them, it just gets some moved.
Mom : So, did you move the bumblebee pendant?
Cole : Don’t get .
Mom : So, who moved it this time? Maybe someone came in our house,
took the bumblebee pendant out of my , placed it
nicely in your drawer.
Cole : Maybe
Mom : God, I’m so tired, Cole. I’m tired in my body, I’m tired in my
, I’m…..tired in my . I need some help. You
know, I don’t know if you noticed, but our family isn’t doing so
. I mean, I’ve been praying, but I must not be praying right. Look
like we’re just gonna have to answer each other’s prayer’s. If we
can’t talk to each other, we’re not gonna make it.
Now…tell me baby. I, I, I won’t get mad honey. Did you take the
bumblebee pendant?
Cole : No.
Mom : If you’re had enough roast . You need to leave the
table. Go!
====================
Dr. Crowe : I can’t be your doctor anymore. I haven’t paid enough attention to
my . Bad things happen when you do that. Do you
understand? I’m gonna transfer you. I know two
psychologists……
Cole : Don’t fail me. Don’t up. You’re the only one who
gonna help me. I know it.
Dr. Crowe : I can’t help you.
Cole : You……
Dr. Crowe : else can help you son.
Cole : You believe me right? Dr. Crowe you believe my secret right?
Dr. Crowe : I don’t know how to answer that Cole.
Cole : How can you help me, if you don’t believe me? Some magic is
.
---ooo GOOD LUCK ooo---
Fourth Meeting
Name : _________________
Class : _________________
THE SIXTH SENSE
Listen to the movie carefully and then fill in the blanks with the words that you
heard!
Scene Two
Cole : I’m ready to communicate with you now.
Mom : Communicate?
Cole : Tell you my _________.
Mom : What is it?
Cole : You know the ___________ up there?
Mom : Yeah.
Cole : ____________ got hurt
Mom : They did?
Cole : A _____, she died.
Mom : Oh, my God. What, you can see her?
Cole : Yes.
Mom : Where is she?
Cole : _________ next to my window.
Mom : Cole, you’re scaring me.
Cole : They scare me too sometimes.
Mom : They?
Cole : ________.
Mom : You see ghosts Cole?
Cole : They want me to do things for ______.
Mom : They……they talk to you? They tell you to do things?
Cole : They’re the ones that used to hurt me. What do you thinking
mama? Do you think I’m a _____?
Mom : Look at my face! I would never think that about you. ______. Got
it?
Cole : Got it
Mom : Just let me think for a minute
Cole : Grandma says hi. She say she’s sorry for taking the bumblebee
pendant. She just liked it a lot.
Mom : ______?
Cole : Grandma comes to visit me sometimes.
Mom : Cole, that’s very wrong. Grandma’s gone, you know that.
Cole : I know, she wanted me to _____you….
Mom : Cole, please stop!
Cole : She wanted me to tell you she saw you dance. She said, when you
were little, you and her had a fight…right before your dance
recital. You thought she didn’t come to see you ______. She did.
She hid in back so you wouldn’t see. She said you are like an
angle. She said…..you came to the ______ where they buried her,
asked her a __________. She said the answer is ……..________.
What did you ask?
Mom : Do I make her proud?
Cole : Mama ….
---ooo GOOD LUCK ooo---
Fifth Meeting
Name : _________________
Class : _________________
HARRY POTTER
Listen to the movie carefully and then fill in the blanks with the words that you
heard!
Scene One
Teacher : Good__________, children! Ordinary Wizarding Level
___________. …O-W-Ls. More commonly known as OWLs. Study
hard and you will be rewarded. Fail to do so and the consequences
may be ________. Your previous instruction in this subject has been
disturbingly uneven. But you’ll be pleased to _____, from now on …
you will be following a carefully structured, ministry-approved …
course of defensive _______. Yes?
Luna : There is nothing in here about using defensive spells.
Teacher : Using spells? … Well, I cannot imagine why you would need to use
spells in my __________.
George : We’re not gonna use magic.
Teacher : You’ll be _________ about defensive spells in a secure, risk-free
way.
Harry Potter : What use it that? If we’re attacked, it won’t be risk-fee.
Teacher : Students will raise their hand when they ______ in my class. It is the
view of the __________ that a theoretical knowledge will be
sufficient to get you through your examination. Which, after all, is
what school is all about.
Harry Potter : And how is theory supposed to prepare us for what’s out there?
Teacher : There is _________ out there, dear. Who do you imagine wants to
attack children like yourself?
Harry Potter : Oh, I don’t know. Maybe Lord Voldemort.
Teacher : Now, let me make this quite plain. You have been told that a certain
_____ wizard is at large once again. This is a ____.
Harry Potter : It is not a lie. I saw him. I fought him.
Teacher : _________, Mr. Potter.
Harry Potter : Can you certainty Cedric Diggory dropped dead of his own accord.
Teacher : Cedric Diggory’s death was a _______ accident.
Harry Potter : Voldermort killed him. It was murder.
Teacher : Enough. Enough. See Me ______, Mr Potter in my office.
---ooo GOOD LUCK ooo---
Sixth Meeting
Name : _________________
Class : _________________
THE SIXTH SENSE
Listen to the movie carefully and then fill in the blanks with the words that you
heard!
Scene Two
Harry Potter : Make it memory, the happiest you can remember. Allow it
to fill you up. Keep trying, Seamus. George, you
now.
George : Expecto Patranum.
Harry Potter : A full-bodied patronus is the most difficult to , but shield
forms can also be equally useful a variety of opponents.
Ginny : Wow, that was really good.
Harry Potter : Ginny. Just remember, your patronus, can only protect
you for as long as you stay focused. So, Luna. Think the
happiest thing you can.
Willy : Expecto patranum. I’m trying.
Harry Potter : I know it’s good. This is really advanced stuff, guys. You are doing so
well.
Scene Three
Prof Umbridge : in. Good morning Mr. Potter. . You’re
going to be doing sometimes for me today, Mr. Potter. No, not
with your quill. Going to be using a rather special one of mine.
……I want you to write, “I must not tell .”
Harry : How many ?
Prof Umbridge : Well, let’s say for as long as it takes for the to sink in.
Harry : You haven’t given me any ink
Prof Umbridge : Oh, you won’t need any …………..Yes?
Harry : Nothing
Prof Umbridge : That’s right. Because you know, deep you deserve to be
punished. Don’t you Mr. Potter? .
---ooo GOOD LUCK ooo---
Seventh Meeting
Name : _________________
Class : _________________
THE INCREDIBLES
Listen to the movie carefully and then fill in the blanks with the words that you
heard!
Scene One
Principal : I appreciate you coming down Mrs. Parr.
Mrs. Parr : What’s this about? Has Dash done something _______?
Mr. Bernie : He’s a disruptive influence and he mocks me in front of
the class.
Dash : He says …
Mr. Bernie : Look, I know it’s you! He thumbtacks on my ______.
Mrs. Parr : You him do this?
Mr. Bernie : Well….not really. No, actually not.
Mrs. Parr : Oh, then how do you know it was him?
Mr. Bernie : I a camera. Yeah, and this time I’ve got him………
See? You see? Oh, you don’t see it? He _______! Right there!
Wait, wait …Right there! Right as I’m sitting down. I don’t know
how he does it, but no tack on my stool before he
moves and after he moves there’s a tack. _____________? I think
not!
Principal : Bernie….
Mr. Bernie : Don’t “Bernie” me…. This little rat is guilty!
Principal : You and your son can go now Mrs. Parr. I’m sorry for the .
Mr. Bernie : You’re letting him go ? He’s guilty! You can see it on his
smug little face. Guilty, I say guilty! No!
APPENDIX B
QUESTIONNAIRE
Nama : __________________
Kelas : __________________
Petunjuk!
a. Baca dengan teliti petunjuk sebelum mengerjakan angket ini.
b. Pilih salah satu jawaban yang anda anggap benar.
c. Beri tanda silang (X) pada jawaban yang anda pilih.
Pertanyaan
1. Saya merasa tertarik belajar listening dengan menggunakan English
Movies.
a. Sangat setuju c. Kurang setuju
b. Setuju d. Tidak setuju
2. Penggunaan English Movies dalam belajar listening terasa menyenangkan
bagi saya.
a. Sangat setuju c. Kurang setuju
b. Setuju d. Tidak setuju
3. Saya merasa pembelajaran listening dengan menggunakan English Movies
adalah cara yang baik.
a. Sangat setuju c. kurang setuju
b. Setuju d. Tidak setuju
4. Penggunaan English Movies dapat menjadi media alternatif dalam
pengajaran listening.
a. Sangat setuju c. Kurang setuju
b. Setuju d. Tidak setuju
5. Penggunaan English Movies dapat menjadi media hiburan dalam
pengajaran listening.
a. Sangat setuju c. Kurang setuju
b. Setuju d. Tidak setuju
6. Penggunaan English Movies dapat memancing partisipan aktif dalam
proses pembelajaran.
a. Sangat setuju c. Kurang setuju
b. Setuju d. Tidak setuju
7. Penggunaan English Movies dapat menghindari dominasi guru dalam
proses pembelajaran.
a. Sangat setuju c. Kurang setuju
b. Setuju d. Tidak setuju
8. Setelah mengikuti pembelajaran dengan menggunakan English Movies ini,
saya merasa terdorong untuk meningkatkan kemampuan listening dengan
cara ini.
a. Sangat setuju c. Kurang setuju
b. Setuju d. Tidak setuju
9. English Movies ini membantu untuk meningkatkan kemampuan listening
saya.
a. Sangat setuju c. Kurang setuju
b. Setuju d. Tidak setuju
10. Dengan menggunakan English Movies minat belajar saya menjadi
meningkat.
a. Sangat setuju c. Kurang setuju
b. Sangatsetuju d. Tidak setuju
APPENDIX C
The Students’ Score of Pre-test
SubjectPre-test
X1
Pre-testX1
1 4 16
2 5 25
3 5 25
4 2 4
5 4 16
6 9 81
7 4 16
8 4 16
9 3 9
10 4 16
11 7 49
12 5 25
13 4 16
14 2 4
15 1 1
16 7 49
17 5 25
18 4 16
19 2 4
20 3 9
Total
APPENDIX D
The Students’ Mean Score and Standard Deviation of Pretest
a.
=
= 3.8
1
)( 22
NN
XX
SD
The students’ mean score of pre-test is 3.8
b.
=
=
=
=
=
SD = 2.65
The students’ standard deviation of pre-test is 2.65
APPENDIX E
The Students’ Score of Post-test
SubjectPost-test
X2
Post-testX2
1 7 49
2 10 100
3 6 36
4 8 64
5 9 81
6 10 100
7 5 25
8 10 100
9 8 64
10 8 64
11 7 49
12 8 64
13 8 64
14 5 25
15 8 64
16 8 64
17 8 64
18 9 81
19 8 64
20 9 81
Total
APPENDIX F
The Students’ Mean Score and Standard Deviation of Posttest
a.
=
= 7.95
The students’ mean score of pre-test is 3.8
1
)( 22
NN
XX
SDb.
=
=
=
=
=
SD = 1.43
The students’ standard deviation of pos-test is 1.43
APPENDIX G
The Students’ Gain Difference of Matched Scores
SubjectGain
D D²
1 3 9
2 5 25
3 1 1
4 6 36
5 5 25
6 1 1
7 1 1
8 6 36
9 5 25
10 4 16
11 0 0
12 3 9
13 4 16
14 3 9
15 7 49
16 1 1
17 3 9
18 5 25
19 6 36
20 6 36
Total
APPENDIX H
Test of Significance
The Score Difference:
=
= 3.75
The t Test is:
=
=
= 365-281.25 = 83.75
= (20-1) = 19
= 20 (19) = 380
=
= = 0.47
=
t = 7.98
Thus, t = 7.98, α = 0.05 and df = 19 derived from df = (N-1) = (20-1) =19
So, t- value = 2.093 (it can be seen in appendix J in distribution t-table)
APPENDIX I
The rate percentage of the questionnaire
No. Strongly
Agree
Agree Disagree Strongly
Disagree
F P% F P% F P% F P%
1
2
3
8
9
10
40
45
50
11
11
8
55
55
40
-
-
2
-
-
10
1
-
-
5
-
-
4
5
6
7
8
9
10
12
11
6
8
9
9
8
60
55
30
40
45
45
40
8
5
14
11
8
9
10
40
25
70
55
40
45
50
-
-
-
-
3
2
2
-
-
-
-
15
10
10
-
4
-
1
-
-
-
-
20
-
5
-
-
-
]
APPENDIX J
Distribution of t-table
df level significance of one tail scored
0.25 0.1 0.05 0.025 0.01 0.005 level significance of two tail scored 0.5 0.02 0.1 0.05 0.02 0.01
1 1 3.078 6.314 12.706 31.821 63.6572 0.816 1.886 2.92 4.303 6.956 9.9253 0.765 1.638 2.353 3.182 4.541 5.5414 0.741 1.533 2.132 2.776 3.747 4.6045 0.727 1.473 2.015 2.571 3.365 4.032
6 0.718 1.44 1.943 2.447 3.143 3.7077 0.711 1.41 1.895 2.365 2.998 3.4998 0.706 1.397 1.86 2.306 2.896 3.3559 0.703 1.383 1.833 2.262 2.821 3.25
10 0.7 1.372 1.812 2.228 2.764 3.169
11 0.697 1.363 1.796 2.201 2.718 3.10612 0.695 1.356 1.782 2.179 2.781 3.05513 0.694 1.35 1.771 2.16 2.65 3.01214 0.692 1.345 1.761 2.145 2.624 3.97715 0.691 1.341 1.753 2.131 2.602 3.947
16 0.69 1.337 1.746 2.12 2.583 2.92117 0.689 1.333 1.74 2.11 2.567 2.89818 0.688 1.33 1.734 2.101 2.552 2.87819 0.688 1.328 1.729 2.093 2.539 2.86120 0.687 1.325 1.725 2.086 2.528 2.845
21 0.686 1.323 1.7 2.08 2.518 2.83122 0.686 1.321 1.725 2.074 2.508 2.81923 0.685 1.319 1.725 2.069 2.5 2.80824 0.685 1.318 1.725 2.064 2.492 2.797
25 0.684 1.316 1.708 2.06 2.485 2.78726 0.684 1.315 1.706 2.056 2.479 2.77927 0.684 1.314 1.703 2.052 2.473 2.77128 0.683 1.313 1.701 2.048 2.467 2.76329 0.683 1.311 1.699 2.045 2.462 2.757
30 0.683 1.31 1.697 2.042 2.457 2.7540 0.681 1.303 1.684 2.021 2.423 2.70460 0.679 1.296 1.671 2 2.39 2.66120 0.677 1.289 1.658 1.98 2.358 2.617