ZEZENS PRATAMA-FITK.pdf

IMPROVING STUDENTS’ LISTENING SKILL
THROUGH WATCHING ENGLISH MOVIES
(A Classroom Action Research at the Eleventh Grade of SMA Negeri 1 Manggar,
Bangka Belitung Province 2017/2018 Academic Year)
A Skripsi
Presented to Faculty of Educational Sciences
in Partial Fulfilment of the Requirements for the Degree of S.Pd. (S-1)
in the Department of English Education
By:
Zezens Pratama
1113014000024
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2018

i
ABSTRACT
ZEZENS PRATAMA (1113014000024). Improving Students’ Listening Skill
Through Watching English Movies (A Classroom Action Research at the
Eleventh Grade of SMA Negeri 1 Manggar, Bangka Belitung Province
2017/2018 Academic Year). Skripsi of Department of English Education at
Faculty of Educational Sciences of Syarif Hidayatullah State Islamic University
Jakarta, 2018.
Keywords: Watching, Listening, English Movies
The objective of the study was to analyse and describe the process of
improving students’ listening skill for eleventh grade students of SMA Negeri 1
Manggar, Bangka Belitung Province through watching English movies. The
subject of this research is 11 MIA 1 class that consisted of 28 students. The
method used in this study is Classroom Action Research (CAR) which the writer
works collaboratively with the English teacher. This study was conducted
following Kemmis and McTaggart action research procedures: planning, acting,
observing, and reflecting. The study carried out in two cycles. Each cycle
consisted of three and five meetings. The observation, interview, teacher‘s
journal, and test were the data gathered in this study. The results in this study
indicate that there was improvement of the students’ skill listening. Most of the
students gradually gained good scores at the end of the cycle. The score of
Minimum Mastery Criterion (KKM) of English lesson was 80.00. In the pre-test,
there were 10 or 35.71% students who passed the KKM and the mean score of pre-
test was 72.14. The result of post-test 1 in cycle one, there were 13 students or
46.42% who passed the KKM considering their mean score of the test gained
79.78 and the improvement was 10.59%. Next, the result of post-test 2 in the
second cycle shows that there were 24 students or 85.71% who passed the KKM
in which their mean score derived 90.28 and gained 28.39% of improvement. The
class condition during teaching learning process was good also there was a
positive response from the English teacher and the students towards the action. In
conclusion, watching English movie can improve students’ listening skill.

ii
ABSTRAK
ZEZENS PRATAMA (1113014000024). Meningkatkan Kemampuan
Mendengar Siswa dengan Menonton Film Berbahasa Inggris (Sebuah
Penelitian Tindakan Kelas di Kelas Sebelas SMA Negeri 1 Manggar, Provinsi
Bangka Belitung Tahun Ajaran 2017/2018). Skripsi Jurusan Pendidikan Bahasa
Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif
Hidayatullah Jakarta, 2018.
Kata Kunci: Menonton, Mendengar, Film Berbahasa Inggris
Tujuan penelitian ini adalah untuk menganalisa dan menjelaskan proses
peningkatan kemampuan mendengar siswa kelas 11 SMA Negeri 1 Manggar
Provinsi Bangka Belitung melalui menonton film berbahasa Inggris. Subjek dari
penelitian ini adalah siswa kelas XI MIA 1 yang berjumlah 28 siswa. Metode
penelitian yang digunakan ialah penelitian tindakan kelas yang mana penulis
berkolaborasi dengan guru Bahasa Inggris. Penelitian ini dilaksanakan mengikuti
langkah-langkah penelitian tindakan kelas dari Kemmis dan McTaggart:
merencanakan, melaksanakan, mengamati dan merefleksikan. Penelitian ini terdiri
dari dua siklus, yang berisi tiga dan lima pertemuan. Lembar observasi, Jurnal
Guru dan tes adalah data yang di kumpulkan selama penelitian berlangsung. Hasil
yang diperoleh menunjukkan ada perkembangan dan penigkatan yang bertahap
terhadap kemampuan mendengar siswa. Standar ketuntasan minimal pelajaran
Bahasa Inggris adalah 80.00. Hasil pre-test menunjukkan 10 siswa atau 35.71%
yang mencapai KKM dengan nilai rata-rata nya adalah 72.14. Hasil dari post-test
1 menunjukkan 13 siswa atau 46.42% yang mencapai KKM dengan nilai rata-rata
79.78. Selanjutnya hasil dari post-test 2 di siklus kedua menunjukan 24 siswa atau
85.71% mencapai KKM dengan nilai rata-rata 90.28. Selain itu, respon positif
dari guru Bahasa Inggris dan juga siswa di berikan kepada seluruh proses
penelitian. Berdasarkan hasil-hasil dari penelitian tersebut, menonton film
berbahasa Inggris bias meningkatkan kemampuan mendengar siswa.

iii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent, the Merciful. All praised be to Allah,
Lord of the world, who always guides and protects his in every step of his life.
Because of His guidance, blessing, and love, finally, he could finish this skripsi
and his study at Syarif Hidayatullah State Islamic University Jakarta. Peace and
Salutation forever to a noble character, the prophet Muhammad who has brought
the human beings from the darkness to the lightness and from the bad character to
the good one.
It is a great pleasure to acknowledge the contribution to all of lecturers,
institutions, family, and friends who have contributed in different ways hence this
skripsi is processed until it becomes a real scientific paper which will be presented
to Faculty of Educational Sciences in partial fulfilment of the requirements for the
degree of S.Pd. (S-1) in the Department of English Education.
He would like to express his deeply grateful honour to him beloved father
Drs. Achmad and his beloved mother Djamila who always support hiim and show
great patience all the time in his life, his beloved brother Jeconeo Luthfi who
always motivated him to finish this skripsi. They are his precious persons in his
life who make his keep moving forward till now.
He would like to express his deepest appreciation and gratitude to his
advisors Drs. Nasifuddin Jalil, M.Ag. and Dr. Fahriany, M.Pd. who kindly helped
and gave him precious suggestion during the process of writing his skripsi. They
have always been patient to give him guidance, support, and advice throughout
the stages of the skripsi writing. Also, the greatest gratitude and honour to Yenny
Rahmawati, M.Ed. as his academic advisor who always gave support and advice
during his study.
He also realized that he would never finish this skripsi without help and
support from people around him. Therefore, he would like to give his gratitude
and appreciations to:
1. Prof. Dr. Ahmad Thib Raya, M.A., as the Dean of Faculty of Educational
Sciences Syarif Hidayatullah State Islamic University Jakarta.

iv
2. Dr. Alek, M.Pd., as the Head of Department of English Education.
3. Zaharil Anasyi, M.Hum., as the Secretary of Department of English
Education.
4. All the lecturers of Department of English Education who always gave
motivation and valuable knowledge during his study.
5. Dian Iryani, S.Pd., as the Headmaster of SMA Negeri 1 Manggar who has
given the permission to conduct his research.
6. Firdaus, S.Pd., as the English teacher who helped him in providing
suggestions and motivations as well as the required class for the data
collection.
7. All of the teachers and staffs of SMA Negeri 1 Manggar who have given their
time for sharing.
8. The eleventh grade students of SMA Negeri 1 Manggar in Academic Year
2017/2018, especially XI MIA 1 for their cooperation and willingness to
participate in his research.
9. All of friends in the Department of English Education batch 2013, especially
his classmates A Class who always support him to finish this skripsi.
10. His dearest friends Fanji Muharram. S, Faiq Zamzami, Didit Radinal, Andika
Afrian, Rivki Maulana, Yuni Triandini, Novita Resti Utami, Meylia Azurah
and Mella Syarasyifa, for sharing the laughter and love for most of the time
he spent in his campus life. Thank you for this eternally friendship and love.
11. His beloved Ellysa Sephiany who always stood by him in every situation and
condition.
12. His unique and funniest friend Hidayana Putri who always help him from the
beginning of his skirpsi.
13. All of members of “Sukuners” who always help, support, give motivation,
and remind him in accomplishing this skripsi.
14. All of his friends and his big family who contributed in this study that he
could not mention one by one who always gave motivation and suggestion to
him in finishing this skripsi.

v
The words are never enough to say any appreciation for kindly help and
contribution that they have given to him in finishing this skripsi. May Allah, the
Almighty bless them all. At last but not least, he realizes that although he made
his best effort, this skripsi is still far from perfect. Therefore, any constructive
criticism and suggestions for enhancement of this skripsi are highly appreciated.
Then, he really hopes that this skripsi is able to give contribution to the readers
and useful for the teaching and learning process.
Jakarta, January, 9th
2018
The Writer
Zezens Pratama

vi
TABLE OF CONTENTS
ABSTRACT.............................................................................................................. i
ABSTRAK ................................................................................................................ ii
ACKNOWLEDGMENT ......................................................................................... iii
TABLE OF CONTENTS......................................................................................... vi
LIST OF TABLES ................................................................................................... ix
LIST OF FIGURES ................................................................................................. x
LIST OF APPENDICES ......................................................................................... xi
CHAPTER I INTRODUCTION ....................................................................... 1
A. The Background of the Study................................................. 1
B. The Identification of the Study............................................... 7
C. The Limitation of the Study.................................................... 7
D. The Formulation of the Study................................................. 8
E. The Objective of the Study..................................................... 8
F. The Significance of the Study................................................. 8
CHAPTER II THEORETICAL FRAMEWORK............................................. 9
A. Listening Skill......................................................................... 9
a. The Nature of Listening..................................................... 9
b. The Nature of Listening Skill ............................................ 11
c. The Types of Listening ...................................................... 11
d. The Teaching of Listening................................................. 14
B. Movie ..................................................................................... 16
a. The Definition of Movie .................................................... 16
b. The Structure and Genres of Movies ................................. 18
c. Watching Movies Definition.............................................. 20
d. The Use of Movies in Language Classroom...................... 21
C. Previous Related Studies ........................................................ 21
D. Thinking Framework .............................................................. 23

vii
E. Action Research Hypothesis................................................... 23
CHAPTER III RESEARCH METHODOLOGY............................................... 24
A. Place and Time of the Study................................................... 24
B. Method of the Research.......................................................... 24
C. Research Design ..................................................................... 25
D. Subject of the Study................................................................ 27
E. The Writers’ Role on the Study.............................................. 27
F. The Classroom Action Research Procedure ........................... 27
a. Planning ........................................................................... 28
b. Acting .............................................................................. 29
c. Observing ......................................................................... 29
d. Reflecting ......................................................................... 29
G. Research Instruments.............................................................. 30
a. Observation Sheet ............................................................ 30
b. Interview Guideline ......................................................... 30
c. Teacher’s Journal ............................................................. 30
d. Test .................................................................................. 31
H. The Technique of Data Analysis ............................................ 31
I. Criteria of Action Research .................................................... 32
J. Trustworthiness....................................................................... 32
a. Expert Judgement ............................................................ 32
1. Posing Question to the Expert ................................... 33
2. Selecting the Expert ................................................... 33
3. Organizing the Effort – Expert Judgment Design ..... 34
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ......................... 35
A. Research Findings................................................................... 35
a. Finding of the Preliminary Study....................................... 35
1. The Result of Pre-Test .............................................. 35
b. Finding of the First Cycle .................................................. 36
1. Planning ................................................................... 36

viii
2. Acting ...................................................................... 37
3. Observing ................................................................ 38
4. Reflecting ................................................................ 40
c. Finding of the Second Cycles ............................................ 40
1. Planning ................................................................... 40
2. Acting ...................................................................... 41
3. Observing ................................................................ 43
4. Reflecting ................................................................ 44
d. Finding After Implementing the Action ............................ 45
1. The Result of Teacher’s Journal .............................. 45
2. The Result of Post-Interview for the Teacher ......... 47
3. The Result of Students’ Interview ........................... 47
B. Discussion............................................................................... 48
CHAPTER V CONCLUSION AND SUGGESTION ....................................... 52
A. Conclusion.............................................................................. 52
B. Suggestion .............................................................................. 53
REFERENCES ....................................................................................................... 54
APPENDICES ....................................................................................................... 56

ix
LIST OF TABLES
Table 4.1 The Result of Students’ Listening Score in Pre-Test ............................ 35
Table 4.2 The Result of Students’ Listening Score in Post-Test 1......................... 38
Table 4.3 The Result of Students’ Listening Score in Post-Test 2......................... 43

x
LIST OF FIGURES
Figure 3.1 Kemmis and McTaggart Action Research Design ................................. 25
Figure 3.2 The Writer’s Action Research Design Adapted from Kemmis and
McTaggart .............................................................................................. 26
Chart 4.1 The Mean Score of Students’ Pre-Test – Post-Test 1 – 2 ...................... 45
Chart 4.2 The Passed Students in the Pre-Test – Post-Test 1 – 2 .......................... 45
Chart 4.3 The Improvement of Students’ Score from Pre-Test through Post-Test
1 – 2 ....................................................................................................... 46

xi
LIST OF APPENDICES
Appendix 1 Rencana Pelaksanaan Pembelajaran (RPP) Cycle 1 .. .................. 56
Appendix 2 Rencana Pelaksanaan Pembelajaran (RPP) Cycle 2 .....................65
Appendix 3 Instruments of the Research – Pre-Test ........................................86
Appendix 4 Instruments of the Research – Post-Test 1 .....................................89
Appendix 5 Instruments of the Research – Post-Test 2 ....................................93
Appendix 6 The Result of Students’ Listening Tests (Pre-Test, Post-Test 1,
Post-Test 2) ...................................................................................96
Appendix 7 The Samples of Students’ Listening Pre-Test ...............................97
Appendix 8 The Samples of Students’ Listening Post-Test 1 ........................103
Appendix 9 The Samples of Students’ Listening Post-Test 2 .........................112
Appendix 10 Teacher’s Journal .........................................................................121
Appendix 11 Observation Sheet of Teacher Activities in Teaching Learning
Process ........................................................................................134
Appendix 12 Interview Guideline and Result for the English Teacher in
Preliminary Study before Classroom Action Research (Pre-
Interview) ....................................................................................150
Appendix 13 Interview Guideline and Result for the English Teacher after
Classroom Action Research (Post-Interview) ............................ 153
Appendix 14 Students’ Interview Guideline .................................................... 156
Appendix 15 Students’ Interview Results after Implementing CAR ............... 157
Appendix 16 Research Documentation ........................................................... 163
Appendix 17 Letters of Permission .................................................................. 168
Appendix 18 Reference Test Sheet ................................................................. 174

1
CHAPTER I
INTRODUCTION
A. The Background of the Study
Listening plays significant role in the acquisition of the English language.
The development of listening has stolen the attention of many English teachers in
many countries. Generally, listening is considered as the simplest process of
receiving a spoken language and also listening is considered to be the easiest skill
to be mastered because it only requires short amount of time rather than the other
skills which are speaking, writing and reading. Listening process in mother tongue
(language) is one of the factors that support this perception because listening
process in mother tongues looks easy and brief. As the matter of fact, this
perception is completely not true, as stated by Ghasemboland and Nafissi “a
complex cognitive process needs a lot of efforts particularly in the second and
foreign language learning processes.”1
Based on Fahriany, the functional model of input processing in SLA by
Tomlin and Villa stated that “attention has three components with neurological
correlates: (1) alertness, which is and overall readiness to deal with incoming
stimuli, (2) orientation, which is the direction of attentional resources to certain
type of stimuli, and (3) detection, which is the cognitive registration of stimuli”.2
Based on that explanation, listening is one of the stimuli which is a sequence of
neurological process that began with hearing and receiving to interpreting then
understanding the spoken languages and contents occur between communicators
during listening process. These processes are referred to sub-skills and cognitive
processes of listening. In addition, there will be a process of giving response
verbally and nonverbally during the communication process as part of the
listening behavioural aspect that generally cannot be avoided. This explanation is
1
Farimah Ghasemboland and Zohreh Nafissi, The Effects of Using English Captions on
Iranian EFL Students‟ Listening Comprehension, Procedia - Social and Behavioral Sciences, 64,
2012, p. 106.
2
Fahriany, The Role of Awareness in Second Language Development, Journal on
English as a Foreign Language, 4 (1), (Palangkaraya: IAIN Palangkaraya, 2014), p. 38.

2
in harmony with Glenn’s explanation about the processes of listening that include
receiving, paying attention, remembering the spoken words as well as
understanding their meanings. Giving feedback or responding is the last process in
the listening.3
Feedback is crucial to this communication process because without
feedback the whole idea of effective communication will become passive and
ineffective communication. In harmony with the explanation above, it can be
concluded that listening is not easy as it seems because it involves not only
cognitive processes but also some behavioural and affective processes.
Listening is one of the important skill that student should have learned in
learning a language such as learning English, but learning to be good in listening
is not easy as it seems. This cannot be separated from the influences of listening in
constructing students' vocabulary and enhancing language usage. Listening has
the potential to develop students’ pronunciation, words stress, and syntax
acquisitions. It also contributes for language expertise and proficiency.
Additionally, listening facilitates students to obtain 45% of the total language
competences.4
It involves not only cognitive processes but also some behavioural
and affective processes.
Recent research has proved that listening skill especially in English affects
their other language skills such as reading, writing and speaking achievements.5
For example, if students watching English movie once a day in their spare time,
their listening skill might improve and also their speaking skill because as they are
watching, they are not only listen to the spoken language but also they are seeing
the way of movie characters speak so they can imitate it. The students who are
good and mature in listening are considered to be better in the other English
language skills which are reading, conversation or speaking, and writing rather
than students whose listening skill is not mature or good yet, another advantage of
3
Glenn in Janusik, Listening Pedagogy: Where Do We Go from Here? In Andrew D.
Wolvin, (Ed.) Listening and Human Communication in 21st Century, (London: Blackwell
Publishing Ltd, 2010), p. 204.
4
Ron Iwankovitsch, The Importance of Listening, Language Arts Journal of Michigan,
17, 2001, p. 5.
5
Habib Gowhary et al., Investigating the Effect of Video Captioning on Iranian EFL
Learners‟ Listening Comprehension, Procedia - Social and Behavioral Studies, 192, 2015, p. 206.

3
having a mature listening is that it facilitates personal and professional
development to the students themselves.6
For students being a good listener are
not only giving them benefits in learning language, but also in other subject as
well, the basic purpose of listening is to gain information, so being a good listener
means that students can obtain many information by only listening, Ron
Iwankovitsch gives one example the benefits of being a good listener, Ron gives
an example if someone has a report to do or to find how to build a deck or a table,
he or she rather finds someone who is already good at building a deck or a table,
and listening to them for only a few hours would surely have many information
about it than spending a week or maybe a month reading or researching of what to
do.7
Listening has offered so many benefits to the students’ language
development, but as explained before listening is not an easy skill to be mastered.
Furthermore, since in Indonesia English language is treated and taught as a
foreign language instead of second language, therefore the teachers’ quality and
quantity inputs for the students cannot cover their insufficiency of real spoken and
written target language in English.
In doing the pre-research in SMA Negeri 1 Manggar Belitung Timur
Region, Bangka Belitung Maritime Province, the writer found that this school is
currently using the 2013 curriculum in English subject is considered very
important, because 2013 curriculum realised that English plays important role to
convey ideas beyond the border of Republic of Indonesia and to absorb ideas from
other nation that can be used its benefits for the nation and country. Thus the
efficiency of secondary education graduates can be achieved as they are able to be
the reflection of the nation that actively contributes to the society and the world
civilization. According to the 2013 curriculum, the competency of English subject
is formed through continuous learning, begun by enhancing the knowledge
competence of the types, the rules and context of a text, followed by the skill
competence of presenting a written and oral text both planned and spontaneous
6
Judi Brownell, Listening: Attitudes, Principles, and Skills, (New York: Routledge,
2012), 5th edition, p. 22.
7
Ron Iwankovitsch, op. cit., p. 6.

4
with proper pronunciation and intonation, and leading to the formation of
language politeness and appreciation of the beauty of the language. So, based on
the 2013 curriculum English language skills competence are writing, reading,
speaking and listening, and in teaching those skills needs to be taught to the
students continuously in order to achieve the goals of the English subject as it is
stated in 2013 curriculum.
After knowing the curriculum currently used in the SMA Negeri 1
Manggar, the writer found the syllabus of the eleventh grade the teacher used in
teaching English. After reviewing the syllabus, it is found that the syllabus are up-
to-date, and the media, the material and the technique in teaching English skill,
especially in teaching listening, are considered to be good and enough for forming
the students’ listening skill. In the syllabus, the learning and teaching process
mostly uses audio CD and internet as sources of the lesson which is good, because
it provides more authentic material for students. Also the technique used in the
teaching and learning process is student centred learning, which is good because it
creates an enjoyable learning environment and yet meaningful.
In order to confirm whether the syllabus are properly used or not in the
class, the writer then conducted an online informal interview using google forms
with the eleventh grade students from XI MIA 1 class. From the interview results,
it is found that 65% of the students are fancy of English subject while the other
35% are sometimes they fancy are of it and sometimes not. The reason for this
answer varies but mostly they are fancy of English lesson because their goals in
learning English are that they like to use English as their daily communication
language whether locally or internationally and also they consider English
language very important in the development of their life. Meanwhile, the other
35% percent of the students considered whether English subject is enjoyable to
learn or not it depends on the teacher who taught them; if they like the way of the
teaching they will be pleased to learn, and vice versa.
Furthermore, the writer asked the students about whether they like the
teacher’s way of teaching English in class, and it is found that 5% of the students
like the teacher’s way of teaching, 35% of the students are not fancy the teacher’s

5
ways of teaching, and the other 60% of the students are in between or still
confused. The reasons for the responses vary, but it is then found three major
problems. First the teaching and learning process are too flat, just like taking
notes, listening to the teacher’s explanation which sometimes was not clear and
detail and answering questions from textbook. Second, they feel that the teacher is
less experienced in teaching. And the third, the teacher cannot bring the students’
attention to the lesson. The last question of the interview is about the media that
the teacher used in teaching English at the class. Based on the syllabus from the
teacher, the media used in teaching English varies such as audio CDs, internet,
textbook, and interactive media; but the results of the interview are different. The
use of whiteboard in the teaching and learning process is 95%, the use of textbook
in the teaching and learning process is 90%, and the other 25% are infocus and
laptop without speaker.
Nevertheless, the students considered the listening is not an easy skill to
learn but it depends on how the teacher deliver the material and the media used.
The fact is that students are easier to comprehend the material if the learning
environment is enjoyable for them. Meanwhile, the students of XI MIA 1 expect
more variations in media and teaching technique, such as movies, interactive
video, audio CDs, internet and other more fun sources and yet useful for the
development of their English skill, especially listening. Moreover, the
interviewees stated that they like to be exposed to authentic video such as movies
more due to their advantages building vocabulary, motivation in speaking and
pronunciation. After all watching a movie in class makes students with ordinary
and genuine English and makes learning around such material worthy and
meaningful, due to which it is forever an enjoyable activity for learners.8
After some preliminary observation, it can be presumed that most of the
eleventh-grade (XI MIA 1) students consider that English subject is difficult
especially in listening comprehension. Aspects like vocabulary knowledge,
speaker’s accent, and audio speed, as well as the teacher’s teaching approach are
8
Bilal Huri Yaseen and Hani Shakir. Movie Effects on EFL Learners at Iraqi School in
Kuala Lumpur, International Journal of Education & Literacy Studies, 3, (Australia: Australian
International Academic Centre), 2015, p. 31.

6
four major factors that cause listening viewed as a difficult skill. In accordance
with the presented issues above, the teachers are suggested to implement watching
English movies in their English classrooms. As a result of the Yaseen and Shakir
research titled “Movie Effects on EFL Learners at Iraqi School in Kuala Lumpur”
proved that movies help their audio-visual learning of language. The movies as a
whole-gestures, voice intonations, body language, speed, context, situation,
ambience etc. of the movie scenes together convey the language and its meaning
to the students while watching.9
Furthermore, the features of the movies presents
audio visual, gesture, voice, intonations, and etc., is not only beneficial in
improving students’ listening but also increasing students’ motivation and
vocabulary growth as they have a direct contact to the target language.
Considering the explanation above, theoretically the features of the movies
audio-visual learning of language, voice intonations, body language, speed,
context, situation, ambience etc., may improve students’ language skills,
especially listening skill. However, there have been only a few researches
regarding improving students’ listening skill through watching English movies,
particularly in Department of English Education at Syarif Hidayatullah State
Islamic University of Jakarta. Yaseen and Shakir, they attempted to find the effect
of movies to the EFL learner in Kuala Lumpur. They used post-test, with the
results of the two post-tests, they analysed the variation between the perceptions
of students associated with the movie vocabularies. The research finding showed
that the English language learning via watching movie promotes the skills of
learners more efficiently and faster. One participant has told the researchers that
as learners may can capture the sentences and imitate the same in people minds
while watching the movie. Learners understand language in a fast pace and with
more precision compared to book based learning alone.10
The results also showed
that Movie watching enhances listening as well as speaking skills. When native
language actors’ movies are being watched, students capture their pronunciation
9
Yaseen and Shakir, op. cit., p. 34.
10

7
and proper vocabulary usage in different according to the scene context.11
Therefore, watching English movies in learning English language is beneficious
for the students in improving their listening skill and a research should be
conducted in order to prove whether they work for Indonesian students’ context.
Finally, from the explanation above, the writer found that it is important to
teach English listening through watching English movies. Based on the problems
above the writer is curious to know the influence of the watching English in
improving students’ listening skill at the eleventh-grade students.
B. The Identification of the Study
According to the background of the study about improving students’
listening skill through watching English movies, the identification of the study
involves:
1. Most of the students are lack of listening skill.
2. Most of the students cannot understand what native speaker says.
3. Most of the students cannot answer listening comprehension questions
correctly.
4. Most of the students misunderstand what native speaker says.
5. Most of the students do not obtain enough exposure by their teacher to
English by using authentic material which in this case is English movie.
C. The Limitation of the Study
Based on the identification of the problem above, the writer limits the
problem is limited how to improve the 11th
grade (XI MIA 1) students’ listening
skill through watching English movies at SMA Negeri 1 Manggar. The
description of kind of movies and listening skill will be explained in the literature
review.
11

8
D. The Formulation of the Study
Based on the background of the study and the identification of the study,
the problem is formulated as follows: “How did the English teacher improve
students’ listening skill through watching English movies?
E. The Objective of the Study
In line with the statement of formulation of the problem stated above, the
general objective of the study is to evaluate the English teaching learning process
especially in teaching learning listening at SMA Negeri 1 Manggar. The
objectives of the study are:
1. To analyse and describe whether English movie watching can help improve
students’ listening skill at SMA Negeri 1 Manggar.
2. To analyse and describe how the English movie watching improve students’
listening skill at SMA Negeri 1 Manggar.
F. The Significance of the Study
The result of this study is expected to be useful for some people below.
1. Teachers
The English teachers will have information about Watching English movies
that can improve students’ listening skill as a strategy to be used in the
classroom and give the positive effect to their students.
2. Students
After the students were taught listening, they have motivation in the listening
activity, especially by using English movies as a strategy to improve their
listening skill.
3. Other researchers
By conducting this study, it will support and motivate other researchers who
need to do a research and also to give positive effect on the quality of the
research of improving students’ listening skill through watching English
movies.

9
CHAPTER II
THEORETICAL FRAMEWORK
A. Listening Skill
a. The Nature of Listening
Listening is one of the forms of communication that people do daily.
Research had showed that adults spend 45%-55% of their daily life
communication by listening which is more than any other form of communication
such as speaking.1
That research had been provided with evidence that listening
has played an important role in life as a human, especially in communication, it is
impossible for someone not to do this activity. In general, listening is a process
where listeners listen to speakers to receive, interpret, and understanding the
information. This maybe looks easy and simple, but it is not easy as it look, since
listening requires not only ears to receive the information but also requires
thinking and prior knowledge in order to interpret and understand the spoken
input correctly.
In Rost‟s book listening is defined as one of the process of communication
which includes four types of orientation, which are receptive, constructive,
collaborative, and transformative orientations. The term “receptive orientation”
means receiving what the speaker actually says while the terms “constructive
orientation” means constructing and representing meaning. Meanwhile the term
“constructive” means negotiating meaning with the speaker and responding while
the term “transformative” orientation means creating meaning through
involvement, imagination and empathy.2
People commonly misunderstood in terms of hearing and listening. Even
though hearing and listening are different, they are in the same context of the part
of the body used to performing many activities, which is ear. In simple way,
1
Owen Hargie, Skilled Interpersonal Interaction: Research, Theory, and Practice
(London: Routledge, 2011), p. 177.
2
Michael Rost, Teaching and Researching Listening, (London: Pearson Education
Limited, 2011), 2nd edition, pp. 2-4.

10
hearing is dealing with senses but listening deals with minds or thinking. Hearing
process occurs automatically without efforts or attention to understand what the
speaker says, meanwhile listening is more complex that hearing, listening
involves, context information and prior knowledge, and requires attention and
consciousness from the listener individually and also requires information
processing to understand the meaning behind the spoken language.3
This
description gives the evidences that listening is different from hearing. The terms
“listening” tends to involve the human psychological side, while the terms
“hearing” tends to include only the human physiological side.
Hargie in his book indicates the purposes of listening in some contexts.
The purposes are as follows: “1) to focus specifically upon the messages being
communicated by the other person, 2) to gain a full, accurate insight into the other
person‟s communication, 3) to critically evaluate what others are saying, 4) to
monitor the nonverbal signals accompanying the other person‟s verbal messages,
5) to convey interest, concern and attention, 6) to encourage full, open and honest
expression, 7) to develop an „other-centered‟ approach during interaction 8) to
reach a shared and agreed understanding and acceptance with others about both
sides‟ goals and priorities.”4
It can be concluded from the explanation from
Hargie above that listening happens because of some functions and purposes.
EFL and ESL learners, teachers and practitioners all around the world
have known that among the four language skills, listening and reading are
categorized as receptive skills, while speaking and writing are productive skills.
Even though listening and reading both are receptive skills, but they are different
especially in the medium that is used. Medium used in listening is spoken
utterances, meanwhile in reading is written text. Unlike listening which there is no
chance to adjust the speed of the spoken utterances and also the listener simply
cannot ask the speaker or the audio to repeat what have been said, written text in
reading can be read in readers‟ reading speed. Even though the reader missed
3
Schneider and Shiffrin in Imhof, What is Going on in the Mind of a Listener? The
Cognitive Psychology of Listening In Andrew D. Wolvin, (Ed.) Listening and Human
Communication in 21st Century, (London: Blackwell Publishing Ltd, 2010), p. 98.
4
Hargie, op. cit., p. 182.

11
something, they still have time and chances to read it again and again. Moreover,
in reading the readers can skim the written text to obtain the idea of the text, while
in listening, skimming is simply cannot. The other differences are the speed of the
input and also the use of cognates; cognates are the words that are similar in two
languages, in reading cognates are easy to be spotted and will not be a problem,
but in listening the sound of two similar words or cognates are quite different and
it will not help the listeners, but in fact it will make the listening become tricky.5
b. The Nature of Listening Skill
Based on reviewed literature of the listening above, the definition of
listening skill can be concluded as the skill in understanding the meaning of
behind spoken language. When people listen, they identify the sound or the
utterances of what the speaker say, and the use their prior knowledge to make
complete sense of what they are hear, when finally their understanding take form
from the process of listening. Most of the people generally listen to confirm their
expectation or to get information, detailed information or specific information.
However, in forming the understanding of the spoken language, the
listeners have to overcome some difficulties or problems whether it is internal or
external problem. Internal problems can be referred to the prior knowledge of the
listener, while the external problem can be referred to the situation of the listening
process. To overcome the problems, the listener need to practice their listening
more often, gets much exposure as possible to the spoken English language such
ac through English movies, English songs, international news, etc., and
familiarize themselves to the English language itself.
c. The Types of Listening
Based on the explanation before listening occurs under the consciousness
of the listener and it happen because of some purposes of the listener themselves.
In harmony with this, listening can be separated into two types of listening, which
5
Steven Brown, Listening Myths: Applying Second Language Research to Classroom
Teaching, (Michigan: Michigan ELT, 2011), p. 4.

12
are interactional listening and transactional listening. Interactional listening, it can
be referred to the two-ways listening, it is often socially oriented and mostly it is
happen to fulfil the listeners‟ social need. Interactional listening also involves the
interactional between the listeners and the speakers. The example of this type of
listening often can be find in family gathering, small talk, or casual conversation
at the party. On the other hand transactional listening can be referred to the one-
way listening. The use of this type of listening is primarily to deliver or
communicate information which in this situation the listeners cannot confirm nor
clarify the information that the speaker informed. This type of listening often find
in the seminars, stadium general, and news broadcast.6
Obviously, for listeners knowing the various types of listening can be
useful. The listeners can decide what to listen other than trying to understand
every single spoken word. In other words, listeners can decide which point that
they have to pay more attention, it depends on their purposes of listening. As we
know, listening has many purposes, so it also produces many kinds of listening as
well. Professor Owen Hargie splits listening into six types, which are
discriminative, comprehension, evaluative, appreciative, dialogic, and emphatic
listening.7
Discriminative listening can referred to the basic form of listening which
the purpose of it simply to scan and monitor the visual and auditory input.
Comprehensive listening refers to the goal of listening itself which is to
comprehend the listening input and understand the message or the information
that have been given by the speakers. Evaluative listening is the type of listening
that enables the listener to make the appropriate judgement of the speakers‟
message by evaluating the accuracy, meaningfulness, and utility‟ of the speakers‟
message. Appreciative listening can be referred to listening for gaining pleasure or
appreciate the input. One of the example of this type of listening is listening to
music that make the listener feels enjoy and appeals to the listener themselves.
6
Guan Xiaoxian, and Jin Yan, Interactive Listening: Construct Definition and
Operationalization in Tests of English as a Foreign Language, Chinese Journal of Applied
Linguistics (Bimonthly), 33, 2010, pp. 17-21.
7
Hargie, op. cit., p. 185.

13
Dialogic listening is two-way listening that generates benefits for the both speaker
and listener as they sharing views or ideas one another in order to make a decision
that both side would agree. The last is emphatic listening, which the type of
listening that can be difficult to perform because the listener needs to understand
and experience what the speaker feels and thinks. The one of example of this type
of listening is commonly find between close friends, when one of them need
someone to talk to or need someone to listen to them with hopes that the listener
will make them more comfort and feeling cared. This type of listening appears to
be difficult because not everybody have the ability to be a good listener, it is far
easier to tell our own story or giving advice to someone rather than empathize
with others.
While Hargie splits listening into six types, Jeremy Harmer just splits
listening into extensive and intensive listening.8
Extensive listening is just like
extensive reading with simple purpose to create a better reader, advancing their
vocabulary and also grammar. So with extensive listening it also can have the
same effect in students‟ language development. In extensive listening, teacher
give the students liberty to choose the material of their extensive listening so they
could do it for pleasure and it also doesn‟t have to happen in the classroom only
but also outside classroom such as their own home, or while they are traveling
somewhere. The materials are vary, it can be movies, songs, audio books and etc.,
which can be easily get from the internet. The point is that the contents should be
appropriate and meet the students‟ needs so that this type of listening will work
effectively.
In addition, the students are encouraged to accomplish some certain tasks
during extensive listening. For example, recording their review towards the
materials they listen to. Then, writing comments or reports, summarizing, and
criticizing the materials. These tasks would help the teacher to assess their
progress. In performing their tasks, the students may discuss the system and the
8
Jeremy Harmer, The Practice of English Language Teaching, (Harlow, United
Kingdom: Pearson Education Limited, 2007), Fourth Edition, pp. 303-308.

14
techniques with their teacher. Or, the teacher provides options whether the
students work in individuals, groups, or pairs.
Intensive listening, is where the students and the teacher have live
interactions and practicing listening strategies. Sharing topics and responses are
included in this type of listening. The forms of intensive listening can be vary,
such as story-telling, reading aloud, interviews, or conversations. The main
purposes of the intensive listening not only to build and enhance the students‟
listening skill but also to build students confidence and belief. Because of that, the
teacher is highly demanded to be the feedback organizer, machine operator and
also the prompter. Some media such as movies, songs and video can be used to
support this type of listening. The students can watch the media as many as they
want, because the main focus is the students have to recognize and aware with
what they hear and listen so they will get the useful inputs from the materials they
listen to.
Furthermore, these two types of listening can be combined, whether the
material or the procedures. Because both of the types provides input not only from
the teacher but also the other sources which will provoke students good speaking
habit from the English spoken input that they listen which will help them improve
their pronunciation and speaking skill.9
d. The Teaching of Listening
The teaching of listening is assumed not really skill that requires much
attention to teach, because listening is not important as speaking. This assumption
appears to the surface because it is believe listening will develop naturally with
speaking. Nowadays, this assumption meet an end after the listening getting more
attention and also it believes one of the skill that needs to be taught more often,
actively, and effectively in the language classroom. Recently, there are many
methods and approaches that have been developed and examined in order to
develop the students‟ listening skill. Some of the methods and approaches are
9
Ibid., p. 303.

15
direct-method, audio-lingual, discrete item, communicative, task-based, and
integrated approaches.10
The integrated approach is more likely gets many attention of the linguist
and language teacher rather than other methods. The teaching methods and
techniques which modified with technology integration has been one of the most
useable and favourable techniques for most language teacher. This development
on teaching and learning strategies or techniques is one of the evidence that many
language teacher are capable of managing the learning process for the
heterogeneous learners which in this era technology is the part of their life that is
impossible to be set apart.11
Technology in multimedia gives an opportunity to the
teacher to play an active and dominant role in and from a higher level. The use of
technology in multimedia also “cultivates students‟ interest in the study, promotes
students‟ communication capacity, improves the interaction between teacher and
students, creates a context for language teaching, and provides flexibility to
course content.”12
Since listening uses spoken materials, Richard is considered teaching
listening based on two types of spoken speeches which are bottom-up and top-
down. In many traditional classrooms, listening exercises are mainly focused on
bottom-up processing. Some of the activities are cloze listening, dictation, the use
of multiple-choice questions after a text, or other similar activities which demand
detailed recognition, and processing of the input. Traditional classrooms believe
that input contains everything needed by the listener to understand. Meanwhile the
teaching of top-down listening offer activities that require more listener‟s active
participation and also their background knowledge. There are some examples of
this methods. First example, students are asked to listen to part of a story. Then,
they have to complete and compare the story endings. Second example, the
10
John Flowerdew and Lindsay Miller, Second Language Listening: Theory and
Practice, (New York: Cambridge University Press, 2005), p. 3.
11
Fahriany, Teacher Education in Indonesia, TARBIYA: Journal of Education in Muslim
Society, 1 (1), (Jakarta: Faculty of Educational Sciences), 2014, p. 8.
12
Chirag Patel, Use of Multimedia Technology in Teaching and Learning communication
skill”: An Analysis, International Journal of Advancements in Research & Technology, 2, 2013,
pp. 117-119.

16
teacher asks the students to read news headlines then guess what happened. After
that, students will be asked to listen to the full news items and make a
comparison. Last example, Students read one speaker‟s part in a conversation,
predict the other speaker‟s part, then listen and compare.13
B. Movie
a. The Definition of Movie
Barsam and Monahan define movie is a story that capture in set of
celluloid strips/films, which are shown on a screen with a certain speed to give an
impression of moving.14
As the technology growing so fast, the movie industry is
also affected in the making of the movie. Instead of using celluloid strips, the
movie making nowadays are more digital, but the main characteristics of the
movie itself remains the same, movie or film are “motions picture”.
Movies have been a big part of human life. Barsam and Monahan also
stated that movie is “the most popular art form”. As a form of art, movies are on a
par with other artistic forms. Boggs and Petrie acknowledge this fact by stating
that: “As a form of expression, the motion picture is similar to other artistic
media, for the basic properties of other media are woven into its own rich fabric.
Film employs the compositional elements of the visual arts: line, form, mass,
volume, and texture. Like painting and photography, film exploits the subtle
interplay of light and shadow. Like sculpture, film manipulates three dimensional
space. But, like pantomime, film focuses on moving images, and as in dance, the
moving images in film have rhythm. The complex rhythms of film resemble those
of music and poetry, and like poetry in particular, film communicates through
imagery, metaphor, and symbol. Like the drama, film communicates visually and
verbally: visually, tl1rough action and gesture; verbally, through dialogue.
13
Jack C. Richards, Teaching Listening and Speaking from Theory to Practice,
(Cambridge: Cambridge University Press, 2008), pp. 5-10.
14
Richard Barsam and Dave Monahan, Looking at Movies: An Introduction to Film,
(New York: W.W. Norton & Company, 2010), 3rd
edition, pp. 2-3.

17
Finally, like the novel, film expands or compresses time and space, traveling back
and forth freely within their wide borders.”15
Besides of all these similarities, film is unique, set apart from all other
media by its quality of free and constant motion. “The continuous interplay of
sight, sound, and motion allows film to transcend the static limitations of painting
and sculpture-in the complexity of its sensual appeal as well as in its ability to
communicate simultaneously on several levels. Film even surpasses drama in its
unique capacity for revealing various points of view, portraying action,
manipulating time, and conveying a boundless sense of space. Unlike the stage
play, film can provide a continuous, unbroken flow, which blurs and minimizes
transitions without compromising the story's unity. Unlike the novel and the
poem, film communicates directly, not through abstract symbols like words on a
page but through concrete images and sounds.”16
Movie is not only a form of art and expressions, movies also provide a
promising career opportunity. Because movie industry is one of the biggest
industries in the world this industry has produced a large number of successful
and popular moviemakers and movie stars. In terms of commercial success, a
movie can earn millions of dollars. For example, the recent movie titled Jurassic
World has earned over 1.5 billion of dollars worldwide. Even a classic movie like
Titanic still earns money to this day, making it the second highest-grossing movie
of all time with over 2 billion dollars. Movies like Star Wars franchise, do not
only earn money from ticket sales, but also the sales of merchandise like action
figures and costumes.
It is undeniable movies have become a big part of humans „life and
culture. Not only for people who lives in the big city even for people that live in
the most remote places, must have watched a movie at least once in their life.
Movies have become very accessible for everyone since the development of the
technology. People can go to nearby theatres to watch new movies, or buy the
original DVD of the movie in the local DVD stores. Even if people cannot go
15
Joseph M. Boggs and Dennis W. Petrie, The Art of Watching Films, (New York:
McGraw Hill, 2008), 7th
edition, p.3.
16
Ibid.

18
anywhere, they can still watch movies at home on television and stream or
download the movies from the internet. Most movies are also released with
subtitles or dubbing for worldwide release, so people who do not understand
English, for instance, can still watch a movie using their first language.
b. The Structure and Genres of Movies.
Barsam and Monahan state that the way the story in a movie is told is
called its narrative. The narrative structure of a movie has several elements, which
are:
a. Story and plot. Story refers to the whole universe where the events of the
movie take a place, while plot is the parts of that universe that is presented on
the screen.
b. Order is the way the events in the movie are sequenced.
c. Events are what happen in the movie.
d. Duration can refer to story duration, which is the implicit amount/length of
time the whole events happen; plot duration, which is the amount of time the
plot happens; and screen duration, which is the length of the movie itself.
e. Suspense and surprise. Suspense is what audience expect to happen but does
not happen, while surprise is what audience do not expect to happen, but
happens.
f. Repetition is the number of times an element recurs in the plot.
g. Characters are the individuals who are involved in the movie story.
h. Setting is the time and place in which the story occurs.
i. Scope is the range of time and place from which to which the plot occurs.
j. Narration and Narrator. Narration is the story telling of the movie. It can be
visually (by camera work) or orally (by narrator).17
The term genre is the results of categorization of movies based on the
recurring elements or pattern in them. Some movies focus on one genre, while
some others mix the genres by adding elements from other genres to make the
movie more interesting and appealing. From mixing elements from other genres,
17
Richard Barsam and Dave Monahan, op. cit., pp. 119 – 142.

19
many new genres emerge. Generally there are 11 main genres, namely action,
adventure, comedy, crime/gangster, drama, epics, horror, musical, science-fiction,
war, and westerns; and 13 subgenres, including fantasy, romance, biography, and
thriller/suspense. The definition and examples of several genres and subgenres are
as follows:
a) Action movie, usually include energetic actions, with elements like chases,
rescues, escapes, battles, and fights in a spectacular pacing. These actions
usually involve the traditional good versus bad characters. The examples of
such genre are James Bond and Fast and Furious Franchise.
b) Adventure, is similar to action genre which aims to entertain the audience
with energetic actions. However, adventure movies usually focus more on
travels, explorations, quests, treasure hunts, etc. Notable example is Pirates
of the Caribbean franchises.
c) Animation or animated films are made from drawing or illustrations which
are photographed and projected in rapid succession. Animations are often
mistaken as a genre while in fact, animation is a filmmaking technique.
Animated movies are usually intended to attract younger audience even
though quite animated movies use more complex and mature themes. Well
known examples of animations are produced by Walt Disney studio and
Pixar such as Home, Frozen, Moana, UP, and Zootopia.
d) Comedy, usually have simple and amusing plots with dialogues, situation,
and characters that invoke laughter from the audience. Some examples are
The Wedding Ringer, Grown Up 1 & 2, and The Three Stooges.
e) Drama, serves mostly serious and realistic stories which show characters
and their relationship with themselves, other people, or life and nature. This
genre is perhaps the largest and broadest genre because it can expand to
other subgenres, like historical drama, melodrama, family drama, etc. Some
examples of dramatic movies are The Help (2011), and The Proposal 1 &2.
f) Fantasy, entertains audience by serving imaginative stories with elements
like magic, mythology, and fairy tales. Notable examples of this subgenre
are Harry Potter trilogy and The Lord of the Rings trilogy.

20
g) Horror, aims to frighten the audience. Usually there is a presence of
supernatural elements, like ghosts, possession, cults, monsters, etc. The
frightener can also be in the form of a homicidal maniac. Some examples
are Conjuring 1 &2 and Insidious.
h) Musicals, usually have characters that express themselves by singing and/or
dancing. Notable examples include Hairspray and Les Miserables.
i) Romance, are dramas that focus on romantic relationships between
characters. Some popular examples are The Fair Lady and Titanic.
j) Science fiction or sci-fi, mainly focuses on humanity„s relationship with
advancement of science and technology, like robots, time-machine, or outer
space. However, very often most science fictions are about speculative
fantasy life beyond humanity, like aliens, viral plague, or disasters. Notable
examples of this genre are Star Wars franchise, Independence Day and
Interstellar.
k) Thriller, aims to thrill the audience or keep them on the edge of their seats
by creating suspense and anxiety. It usually involves mystery and characters
that are in possible danger like homicide or terrorism. Notable examples of
this genre are Nerve, Hush, Night Crawler and Knight and Day
l) War, takes place in the middle of a war conflict. The characters can be
soldiers, or people affected by the war. Some examples are Fury, World
War Z, The Imitation Game and American Sniper
c. Watching Movies Definition
In this particular study, movie-watching activity is refers to the activity of
looking and paying attention to a movie. The watching activity here can be done
by using any possible media, and with or without the aid of subtitle. The movie
here refers to all genres of motion pictures that use English language in their
narrative. However, the movies that have been dubbed to languages other than
English are not included in the scope of this study.

21
d. The Use of Movies in Language Classroom
Nowadays people watch movies not for an entertainment purpose only, but
they also do it for pedagogic purposes. In (native) English classes, movies are
often used to a vast extent. Movies are typically used in English classes, but it can
also be used in other fields, including Biology, Chemist, and History. In ESL and
EFL classes, the use of movies also receives positive feedback from teachers. An
experiment titled The Effectiveness of Using Movies in EFL Classroom shows
that movies can develop students‟ listening and communication skills.18
Furthermore watching movies in foreign languages give some benefits for
students, such as their ability in understanding spoken language increases, their
pronunciation improves, they acquire new vocabulary, they can develop students‟
self-expression ability, and they unconsciously adapt to the language‟s
grammatical forms and sentence patterns in context. Movies are a medium
through which ESL/EFL students can get exposed to the target language and
receive a comprehensible input. Movies also provide students with authentic
English language with its unique characteristics. Watching movies in the
classroom not only enjoyable activity and give benefits in language skill for the
students, it also get the students to be acquainted with diverse cultures and
learning about diverse perceptions to certain phenomena.19
C. Previous Related Studies
To support this study, there are some researchers which are related with this
study are listed below.
1. The research was conducted by Dewi Puji Lestari. She sought to find the
effect of picture and video on students‟ listening comprehension. The sample
of this study was 8th graders at SMPN 8 Tangerang Selatan. The findings
showed that there was a significant effect between the use of video and
18
Merita Ismaili, The Effectiveness of Using Movies in EFL Classroom, Academic
Journal of Interdisciplinary Studies, Vol. 2, No. 4, 2013, pp.121 – 129.
19
Bilal Huri Yaseen and Hani Shakir. Movie Effects on EFL Learners at Iraqi School in
Kuala Lumpur, International Journal of Education & Literacy Studies, 3, (Australia: Australian
International Academic Centre), 2015, p. 31.

22
picture on students‟ listening comprehension. Furthermore, the research
found that students who taught by using video were performed better than
those who taught by using picture. This shows that using video or movie in
teaching could enhanced students‟ listening comprehension skill.
2. The research is done by Rolando Guzman Martinez. He investigated the
effect on teaching listening skills through videos. He studied the effect of the
videos in students‟ listening skills at Foreign Language Department of
University of El-Salvador, the results showed that learning listening skill
through videos was able to increase most students‟ listening skill
significantly. This imply that listening skills could be enhanced by watching
videos or movies.
3. The research is carried out by Jelizaveta Safranj, students of University of
Novi Sad. She studied a group of 38 students and they were interviewed
orally and given questionnaire. The results of her study shows that movies
have some benefits in improving and advancing students listening ability by
97%, such as the students gained more than vocabulary by 78%, understood
more foreign culture, and felt relaxed and had fun while learning in class.
4. The research is conducted by Rif‟atun Nazhiroh. She investigated the Effect
of English Captioned Video on Students‟ Listening Comprehension. The
instrument that she used to gather the data were students‟ pre-test and post-
test scores. The data showed that post-test means score of the experimental
class was 77.45 while post-test means score of the control class was
73.90. It revealed that there was a significant difference between the
two classes‟ post-test mean scores. In other words providing English
captioned video as a medium to enhance students‟ listening
comprehension is effective.
The significant differences between the writer research and some of the
previous studies is the media that the writer use in this research. In some of
previous studies mostly used captioning video, videos, and English caption video
meanwhile the writer media for this research is English movies.

23
D. Thinking Framework
After reviewing the literature and the previous related study he
understands that inputs and exposures are the most important things in the process
of second and foreign language acquisition. The more students get
comprehensible inputs and regular exposures, the more they will performed very
well in learning and acquiring the target language. But, to be successful learners,
students need to master all the language skills including listening. Listening
within EFL or ESL context is somewhat difficult after it is not seriously taught in
schools. And since listening is not as easy, thus teachers need to develop such a
modern media to help improving students‟ listening skill. From the previous study
shows that movies as the media for improving listening skill is actually worked
and improve not only listening skill as the main concern of this study but also the
other language skill such as their ability in understanding spoken language
increases, their pronunciation improves, they acquire new vocabulary, they can
develop students‟ self-expression ability, and they unconsciously adapt to the
language‟s grammatical forms and sentence patterns in context.
In addition, watching English movie has been proven by the other
researcher that it is an enjoyable activity and also creates fun and meaningful
learning. Therefore he safely assumed that watching English movie will improve
students‟ listening skill and it is important to prove this assumption by
implementing the English movies watching activity to the language classroom in
order to improve students‟ listening skill.
E. Action Research Hypothesis
As regards to the theories, discussion of the previous studies, and the
explanation of the English movies watching activity above, furthermore, In this
action research, the writer hypothesizes that using English movies in English
classroom can improve students‟ listening skill.

24
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Study
This research was held on 13th
September 2017 up to 11th
October 2017. It
would be conducted at SMA Negeri 1 Manggar Belitung Timur Region, Bangka
Belitung Maritime Province. It is located at Jl. Jend. Sudirman, Mekar Jaya,
Manggar, Kabupaten Belitung Timur, Provinsi Kepulauan Bangka Belitung.
B. Method of the Research
In this research, Classroom Action Research (CAR) is the method of the
research. This kind of research has systematic procedures done by teachers
(or other individuals in an educational setting) to gather information about,
and to improve the ways educational setting involved teaching and students
learning.1
Moreover, there are several conceptions of action research defined by
some experts. For instance, Hopkins suggests that the combination of action and
research can be used as a personal attempt to understand, improve, and
reform practice.2
Also Kemmis and McTaggart argue that to do action
research is the practitioners have to plan, act, observe, reflect more carefully
and more systematically than what they do in their everyday life.3
Based on the
definitions above, it can be concluded that action research or classroom action
research is a method that is used to improve the quality of teaching and
learning condition in a class scientifically throughout systematic processes.
The processes are planning, acting, observing, and reflecting.
1
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research in Education fourth edition, (New Jersey: Pearson
Education Inc., 2012), p. 578.
2
Louise Cohen, Lawrence Manion, and Keith Morisson, Research Methods in
Education. (6th ed), (New York: Routledge, 2007), p. 297.
3
Ibid.

25
C. Research Design
The Classroom Action Research (CAR) procedure used in this research is
Kemmis and McTaggart’s design. It consists of two cycles, each of which
contains four action research components: planning, acting, observing, and
reflecting. After the completion of the first cycle, some new problems may have
been found. Therefore, with the emergence of new problems from the first cycle,
it was necessary to continue to the second cycle, which had the same concept as
the first cycle.
Figure 3.1
Kemmis and McTaggart Action Research Design4
4
Anne Burns, Collaborative Action Research for English Language Teachers,
(Cambridge: Cambridge University, 1999), p. 33.

26
Based on Kemmis and McTaggart’s action research design above, the
writer adapted from the research design from cycle 1 to cycle 2 designed by
Kemmis, as follows:
Figure 3.2
The Writer’s Action Research Design Adapted from Kemmis and McTaggart
Reflecting
The writer and the teacher discuss the
result of the implementation of revised
lesson plan. If the result is reach the
criterion of action success, it is not
necessary to continue to the next cycle
Acting
The writer conducts the lesson plan that
have been modified to improve the result
of the previous action in first cycle;
lesson plan based on teaching listening
through watching English movies.
Planning
The writer modified the lesson plan
based on the results of reflecting phase
and prepare the post-test for cycle 2.
Observing
The writer observes the students’ activities
in the classroom and student’s responses
in learning listening through watching
English movies. Based on the post-test
result in cycle 2 it could be seen students’
improvement in listening skill,
Planning
After interviewing the teacher and the
students, and observing the classroom,
then the writer and the teacher discuss to
create a lesson plan and the instrument of
the research.
Acting
The writer conducts the lesson plan that
has been made; lesson plan based on
teaching listening through watching
English movie. The writer observe the
students in every cycle.
Reflecting
The writer and the teacher discuss about
the result of post-test in the first cycle, in
this case, the writer want to acknowledge
the students’ score after they did the
post-test, whether it is improved or not.
Observing
The writer observes the students in
teaching and learning process, students’
condition and the students’ responses in
learning listening through watching
English movies. After that, the writes
gives them post-test 1 worksheet to know
their ability in listening

27
D. Subject of the Study
The population of this study is SMA Negeri 1 Manggar in academic year
2017/2018, located at Jl. Jend. Sudirman, Desa Mekar Jaya, was purposively
chosen as a research setting, especially for XI MIA-1 class. The number of the
students is 28 students. This class is chosen based on interview with the English
teacher. The second reason is the English teacher in this class still teaches his
students with text book style and rarely using any media.
E. The Writers’ Role on the Study
The classroom action research design in this study is a collaborative
classroom action research. In conducting the research, the writer collaborated with
the real English teacher of SMA Negeri 1 Manggar as a collaborator. The writer
played a role as the teacher who teaches listening through watching English
movies to the students whereas the English teacher was as the observer. The
writer role was not only as a teacher but he also made lesson plan, prepared
teaching tools, observed, and collected and analysed data to know the result of
students’ listening score.
F. The Classroom Action Research Procedure
This study is classroom action research; it means that there must be cycles
in this study. There will be 2 cycle and each cycle is ended by final test. There are
4 steps in action research. They are planning (plan to use movie), acting
(implement the movie in teaching listening), observing (he observes the teaching
learning process and student's activity in the classroom), and reflecting (he and the
real English teacher).
Before entering the cycle, he found an institution as an object of research
to conduct preliminary study by reviewing the syllabus that the English teacher
used in the classroom and conduct an online interview with the students of XI
MIA-1. The syllabus that the teacher used in the classroom is well planned but the

28
problem is the way of the teacher implemented the syllabus in the classroom.
Then the writer conducted the online interview to maintain students opinion and
the real condition in the class, he found that the teacher only used textbook that
school have been provided and whiteboard without using any additional media
such as laptop, in-focus and etc. The students also felt that the way of teaching is
too flat that there is no detail in explaining the material to the students. In addition
the students were expecting more of using other media rather than only
explanation or textbook. After analysing the problems faced by students, the next
step is designing a plan to continue into the next cycle to overcome the problem in
the previous cycle. After conducting pre cycle research, he moves to the next
phase, involving: planning, acting, observing and reflecting.
a. Planning
In planning phase, the writer and the teacher shared the information. The
writer identifies and diagnoses students’ listening problems occurred in the
classroom proven by interviewing the teacher and the students. It covers
determining the technique, designing lesson plans, and setting the criteria of
success.
In determining the technique, it refers to the students’ problem. In this
case, the main problem of the students are lack of using other media and the
students felt that the leaning process is too flat so they are not be able to
communicate or using English properly especially in the area of listening.
Therefore, the writer thought that by giving them a media such as movie and
make the learning process more enjoyable can overcome this problem in listening.
In designing the lesson plans, he discussed to make lesson plan by
applying the determined technique. Designing lesson plan aims to provide the
teacher with the guideline of teaching and learning activities. The writer made
lesson plan based on the recent used syllabus. The writer described the project or
activity that he designed for his students by preparing lesson plan and applying
lesson plan in eleventh grade class at SMA Negeri 1 Manggar. The lesson plan
included the following items: specific instructional objectives, the instructional

29
materials and media, procedure of presentation, and procedure of assessment. In
setting the criteria of success, the researcher determined the criteria of the action
success. It is useful for measuring whether the action of this study is successful or
not.
b. Acting
In this phase, the writer carried out the planned action. In this phase the
lesson plan that has been discussed, would be implemented by the researcher. In
implementing the action, the writer acts as the English teacher who taught
listening through watching English movie and observes the students’ listening
activities after watching English movie in the class. Meanwhile, the real English
teacher acts as the collaborator who monitoring and observing that happened in
the teaching and learning process. This phase is hoped could solve the students’
problem.
c. Observing
In this phase, the writer observes CAR process of learning listening skill by
using English movie. The important aspects in observation are sources of data, the
instrument used in collecting the data, and the technique for data collection. When
observing, the observer makes teacher’s journal in the classroom. Then, the
collaborator observes the class situation, students’ response, and writer’s
performance during implementing the action.
d. Reflecting
The writer and the English teacher who play a role as observer and
collaborator analyse and evaluate learning process in cycle 1. Reflecting phase is
the last phase in one cycle. The aims of this phase are to reflect the data from the
implementation of the action and to know whether the action is successful or not
by appropriating the result of the observing phase with the criteria of success. If
the result of the first cycle is satisfy pointed by reaching the criteria of success, so
there will not be the next cycle. Meanwhile, if the result of the action does not

30
reach the criteria of success, so the next cycle needs to be done. It should move to
the next cycle regarding re-planning, re-acting, and re-observing.
G. Research Instruments
The research instrument of this research consisted of four instruments. They
are observation, interview, teacher‘s journal, and test.
a. Observation Sheet
The observation sheet is conducted during the teaching and learning activities
in the class. The real English teacher observes his performance during classroom
action research, class situation while listening activity, and the students’
participants toward the learning process. The information that obtained from this
observation sheet is used as a basis to determine the planning for the following
cycle.
b. Interview Guideline
The interview guideline is distributed at the end of the study to XI MIA- 1 of
SMA Negeri 1 Manggar to find out their perception about improving their
listening activities through watching English movies. It is also distributed to the
English teacher to know general description about process of learning listening
skill, to know students activity in learning listening process, and the method or
strategies usually the teacher implemented in the classroom especially when
teaching listening.
c. Teacher’s Journal
The teacher‘s journal is a teacher‘s written response to teaching events by the
writer. Journals contain more subjective and personal reflections and
interpretations than the relatively formalized recordings of notes in every meeting.
The writer focused on what happened in the classroom (observation and analysis),

31
emotional response for the researcher when the students do the tasks, and the
future action.
d. Test
The test is used to know the students’ listening skill improvement and as the
result of students’ performance in the class after the action of each cycle. The test
is applied in the end of every cycle. Then, the students are tested by giving them
multiple choice questions based on the movie that they have been watched.
H. The Technique of Data Analysis
The analysis qualitative data is used to measure data from observation,
interview, and teacher’s journal, while the analysis of quantitative data is used to
measure data from test.
In analysing the numerical data, the writer gains the average of students’
listening score per action in one cycle. To get the mean of students’ listening
ability within one cycle, the formula used is:5
Next, to know the class percentage which passes the minimum Mastery
Criterion- Kriteria Ketuntasan Minimal (KKM) 80, the writer uses the formula:6
5
Anas Sudijono, Pengantar Statistika Pendidikan, (Jakarta: PT. Raja Grafindo Persada,
2008), p. 81.
6
Ibid., p. 43
: Mean
xi : Individual score
n : Number of students
P : the class percentage
F : total students who passed the KKM
N : number of students

32
The last, after mean of students‘ scores per action is gained, the writer
analyses whether there is or there are no improvement scores in listening from
pre-test up to post-test score in cycle 1 and cycle 2. The writer uses the formula:
P = x 100%
P = x 100%
I. Criteria of Action Success
Criteria of success were set up to determine whether the action in the
research was successfully completed or not. In line with this study, the criteria of
success were decided as follows:
 The students’ listening score could achieve the target of the Minimum
Mastery Criterion- Kriteria Ketuntasan Minimal (KKM) of English (80.0) or
above. It is considered successful if 75% of the students with individual score in
listening achieve at least the same as or above 80.0.
J. Trustworthiness
a. Expert Judgement
To maintain the trustworthiness of the research, the writer had chosen
expert judgement. Judgement involves the weighing of available evidence and
reaching a balanced conclusion from that evidence. The writer bring in experts to
P : percentage of students’ improvement
y : Pre-test result
y1 : Post-test 1
P : percentage of students’ improvement
y : Pre-test result
y2 : Post-test 2

33
provide these judgments because expert have developed the mental tools needed
to make proper evaluations. These mental tools include knowledge of what
evidence can be brought to bear on the question, the abilities to weigh the validity
of various pieces of evidence and to interpret the relative importance of various
facts or assertions, and to craft a view from an ensemble of information that may
be inherently limited or self-conflicted.
Before acquiring expert judgement to maintain the trustworthiness of the
research, there are number of decision that must be made about how to proceed.
These include the following:
1) Selecting the issues to be addressed by the experts
2) Selecting the experts
3) Organizing the effort
4) Choosing a method for combining multiple judgments, if needed7
.
1. Posing Question to the Expert
The first stage of developing an expert judgement process is to determine
the objectives. Judgments can be made about a number of different things. Some
judgements are about facts and while other are about values8
. According to the
background of the research, the writer believe that by using English movies
watching activity in teaching English can improve the students’ listening skill in
eleventh grade of SMA Negeri 1 Manggar.
2. Selecting the Expert
The next stage of developing an expert judgment process is to choose the
expert. In selecting the expert the identification of experts requires that one
develop some criteria are as follows:
1) Research in the area as identified by publications and grants
2) Citations of work
7
Stephen C. Hora, Expert Judgment in Risk Analysis, Non-published Research Reports.
(Hawaii, University of Hawaii, 2009), p. 1.
8
Ibid.

34
3) Degrees, awards, or other types of recognition
4) Recommendations and nominations from respected bodies and persons
5) Positions held
6) Membership or appointment to review boards9
.
In this research, the writer chose Dr. Fahriany, M. Pd.as the expert to give
the judgement of the research. She is the Head of Master Program of Faculty of
Educational Sciences. Most of her work is in the area of Second Language
Acquisition. The citation of her work that the writer used in this research are two
journal, the first journal is the Journal of Education in Muslim Society and the
second journal is The Role of Awareness in Second Language Development in
Journal on English as a Foreign Language.
3. Organizing the Effort – Expert Judgment Design
In this research the writer used Stanford Research Institute assessment
protocol. This protocol is designed around single expert engaged in five-stage
process detailed below:
1) Motivating – rapport with the subject is established and possible motivational
biases explored;
2) Structuring – the structure of the uncertainty is defined
3) Conditioning – the subject is conditioned to think;
4) Fundamentally about his judgment and to avoid cognitive biases
5) Encoding – this is the actual quantification in probabilistic terms
6) Verifying – checking for consistency, the responses obtained in the
encoding.10
After all of decisions had been determined, the writer will proceed to next
step, which is the process of obtaining judgements from the expert. The result of
the expert judgement process would be discussed by the writer in the chapter four.
9
Hora, op. cit., p. 2.
10
Hora, op. cit., p. 7.

35
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents and discusses data description and data analysis and
discussion.
A. Research Findings
a. Finding of the Preliminary Study
1. The Result of Pre-Test
The pre-test had been done before implementing the Classroom Action
Research (CAR). It was conducted on September 13th
, 2017. It started from 7.30
am until 9.00 am. The pre-test was used to measure students listening
comprehension skill. The students were asked to watch a movie and answer
some questions about the whole movie. (See appendix 3)
Table 4.1
The Result of Students’ Listening Score in Pre-Test (*)
No. Criteria Frequency
1
Below KKM
(Score <80)
18
2
Passed KKM
(Score >80-90)
8
3
Passed KKM
(Score >90)
2
Note *) for the detail, see Appendix 6.
Firstly the writer calculated the mean score seen below:
2020
28
72.14

36
Next, to know the class percentage that„s passed the Criterion of Minimum
Completeness (KKM) using the following:
Based on the result of the pre-test, the data showed that the mean of pre-
test was 72.14. There were only 10 students or 35.71% who derived the score
above the criterion of minimum completeness (KKM). Meanwhile, the 18 others
were under from the criterion. The lowest achievement gained score was 52.00.
After analysing the result of preliminary study in the pre-test, it can be said that
most of students at the 1 eleventh science grade of SMA Negeri 1 Manggar had
difficulty in listening skill. It showed that the result of the pre-test that there were
18 students did not pass the KKM. Thus, it needed to find out the solutions to
solve this problem. The writer used movies in teaching listening. The action was
needed to improve students‟ listening skill. The action research was conducted in
two cycles. Every cycle was followed the procedures of action research such as
planning, acting, observing and reflecting.
b. Finding of the First Cycle
1. Planning
Planning is the first stage in the class action research. Planning is made
based on the diagnosed problem faced by students toward listening taken from
interview with English teacher. When the writer and the collaborator planned the
procedure in the class action research, the writer prepared the teaching material in
the classroom, and also developed teaching procedure through the activity of
students in the classroom. The writer prepared the instruments of the research.
The instruments of the research are observation sheet, teacher„s journal and test;
the writer would do this journal in every meeting, and test in the end of the cycle.
The writer also prepared learning resources such as slides and movies for the
students‟ activity in listening.
10
28
x 100%
35.71%

37
2. Acting
The action of the cycle 1 was done on Wednesday, September 13th
, 2017
at 10.15 am – 11.45 am, Tuesday, September19th
, 2017 at 10.15 am – 11.45 am
and on Wednesday, September 20th
, 2017 at 10.15 am – 11.45 am. This was the
first acting in the implementation of Classroom Action Research. In this cycle,
there were three meetings. The writer implemented the teaching learning process
based on the lesson plan which was made by the writer. The plan was writer
continue the material that the real English teacher taught which was expressing
opinion but instead of using book as the teaching media, the writer modified the
teaching material by inserting English movies that in harmony with the theme of
the material. The theme for the first meeting was “bullying: a cancer that must be
eradicated” so the movies that used was about bullying. In this phase, the writer
was teaching in the classroom as an English teacher. And the real English teacher
was monitoring and observing the writer‟s teaching.
In the first meeting, the writer taught expressing opinion using movies. He
explained the definition and the social function; he then explained the structure to
express opinion and showed some examples with the help from short explanation
movie about expressing opinion. In explaining the material the writer used both
the text book and also screen to attract the students‟ attention. The student then
asked to watch a short movie called “I AM HOLLY - An Anti-Bullying Film by
Bedford High School”, while watching they allowed to take a note about the
movie and they watched the movie two times. After watched the movie for the
second time, the students then asked to write their opinion about the movie and
about bullying in school.
In the second meeting, the writer reviewed the material and asked some of
the students to read their opinion out loud while the other students had to listen to
and gave some comments. The next activity was watching full movie called
“Zootopia”, while watching the movie they were not allowed to take note and then
after watched the movie they have to answer the comprehension questions about
the whole movie. Unfortunately, because the English lesson only got 90 minutes
the watching activity was paused and would be resumed in the next meeting.

38
In the third meeting, there were no intermezzo, the students were really
interested to resume the movie. When the whole movie was finished, the writer
gave the students the worksheet and then the writer explained about how to
answer the worksheet. Finally, the students had finished answering all of the
question.
3. Observing
This is the third stage of in the classroom action research. In this stage, the
writer observed students‟ performance in the teaching and learning, especially the
students‟ listening performance. In this cycle, the students often asked the writer
about the translation from Bahasa to English, how to write the sentences correctly
for their opinion, and what kind of verb that suitable for the certain sentence.
Also, the collaborator helped the writer to observe the teaching and
learning activity (See appendix 10 and 11). In this cycle, the enthusiasm of
students in learning process was good because the writer provided the good class
and students‟ condition by using watching popular music video before the
students started the material (See Appendix 1). The students were also active in
the class. They gave their idea about the short film and discussed it with their
friend. However, some of the students were still too shy to ask about the material
or the thing that they did not know about.
In this phase, the observer also observed the teaching learning process
through post-test 1. The result of post-test 1 showed that the mean score of the
class derived 79.78 in which there were 13 students who passed the Minimum
Mastery Criterion (KKM) 80 (eighty). The following were the detail results of test
used in the first cycle:
Table 4.2
The Result of Students’ Listening Score in Post-Test 1 (*)
1
Below KKM
(Score <80)
15

39
2
Passed KKM
(Score >80-90)
12
3
Passed KKM
(Score >90)
1
Note *) for the detail, see Appendix 6.
After calculating the pre-test result, the writer calculated students‟ first
post-test score. To know the result of students‟ listening, the writer needs to
calculate the mean first. The data by using this formula:
After calculating the post-test 1 score, it showed that the mean score of
post-test 1 was 72.4 and gained any improvement 11.86 %. To know that
improvement to the percentage, the writer calculated using this formula:
P = x 100%
P = x 100%
P = 10.59%
Then, in the first cycle of post-test 1, there were 13 students who passed
the KKM. If it was calculated into class percentage, it was gained 26.42% through
this formula:
2234
28
79.78
13
28
x 100%
46.42%

40
From the data above, it showed that there was students‟ improvement
between pre-test and post-test 1 with percentage was 10.59%. The improvement
was low enough. There were many students who still not finished yet their test on
time and there were some students who still confused and have difficulties in
understanding the English movies. There were several students who did not pay
full attention to the movies and as the result the score was not reach the minimum
criterion. Besides that, the size of the classroom was big so the sound quality was
not so good. It showed that there were some students who sit in back still asked
the writer to max the volume of the sound system. When the students did the test,
the class were also affected by the noise from outside the class. Thus, the writer
continued the action to the next cycle.
4. Reflecting
Based on the result in teaching and learning listening using movie in the
cycle 1, the writer and the collaborator discussed the conclusion that was taken
from the cycle 1. The conclusions are:
 There were some students who had not finished their assignment on time, it was
caused the time was not enough.
 There were some students who still got difficulty understanding the English
movie. It was caused by most of the students were not used to watch English
movie without for example Bahasa subtitle and also caused by the poor sound
quality in the class.
c. Finding of the Second Cycle
1. Planning
In this phase, the writer made a plan for the action based on the problems
faced by the students in the previous cycle. The writer solved the problem above
by adding the time to finish the test. Fortunately, the next subject teacher gave the
writer an additional teaching time by fifteen minutes. To solve the problem of the
students‟ difficulty to understand the movie the writer develop the teaching media
using more English movies and also using listening interactive games in hoping

41
that the students became aware and get used to in English. In addition to the poor
quality of the sound in the class, the writer arranged the students‟ seating position
to move closer to the sound system so they could hear the sound clearly. The
writer also prepared the instrument of research for students such as English
movies. The writer also prepared the post-test 2 for the students, observation, and
teacher„s journal. Besides that, the writer prepared the teaching material by using
movies in two meetings. The researcher and the collaborator planned this action
because the result of the students‟ listening in the first cycle was still low. It could
be seen in the result of students‟ listening only 13 students or 46.42% who passed
the KKM from 28 students in the class.
2. Acting
The action of the second cycle was done on Tuesday, September 26th
,
2017 at 10.15 am – 11.45 am, Wednesday, September 27th
, 2017 at 10.15 am –
11.45 am, Monday, October 2nd
, 2017 at 01.15 pm – 02.45 pm, Wednesday,
October 4th
, 2017 at 10.15 am – 11.45 am, and Monday, October 9th
, 2017 at
01.15 pm – 02.45 pm. In the first meeting, the teaching material was Hopes and
Dream, so the writer was teaching using English movie called “Trolls” and for the
test the writer prepared a movie called “SING”.
In the first meeting in order to improve the sound quality, the writer re-
arranged the students‟ seating position, but when the lesson were about to begin
the power supply was cut out so the material did not delivered properly because
the class condition was hot so it was not suitable for teaching and learning
process, in order to fill the vacancy of the time, the writer prepared a game, the
game was modified version of Chinese whisper game. So the learning objective
for that day was not accomplish and would be continue in the next meeting.
The second meeting as usual the writer rearranged the students‟ seating
position in order to improve the sound quality. The teaching process began with
explain briefly about material for that meeting. Then the students watch a movie
called “Trolls” and they had to identify some sentences that connected to the
material which was “Hopes and Dreams” which later those sentences would be

42
explained by the writer. After explaining the material hopes and dreams, the
writer then asked the students to do a group work to make a dialogue about hopes
and dreams based on some conditions that gave by the writer.
The third meeting, the writer reviewed the material of the previous
meeting and asked all of the group to performed their dialogue in front of the
class. After all of the group had finished the writer proceeded to the next activity
which was watching movie that in harmony with theme of the material which was
“Hopes and Dream, the movie called “Sing”, when the movie were being played
about 15 minutes the power was cut out and the writer decided to wait for about
half hour in hoping that the power would be came back on, but it was not
happening. The other problem caused by the power cut out was the condition of
the class became so hot uncomfortable, so it became uncomfortable for teaching
and learning process to happen. The writer decided to resume the movie in the
next meeting.
The fourth meeting, the writer asked the students to move their sitting
position to closer to the sound system for better sound quality. The movie
watching activity began smoothly for about 45 minutes and the unfortunately the
power supply was cut out again. The students began to question what would
happen to their score in listening test later if this kind of problem keep happening
over and over again. The waiting for power to back on was 30 minutes and it did
not happen. So the writer decided not to resume the movie in the next meeting
because the interval between the fourth and the fifth meeting was 5 days. In 5
days the writer assumed the students would suffered a memory loss about the
movie. Considering the writer‟s concern about memory loss and also the students
concern about their score later, the writer decided to start the movie from the
beginning.
The fifth meeting, the writer already made a deal with the next subject
teacher to use their time so the movie watching activity and the test would be
happen in one meeting. As usual the writer asked the student to move closer to the
sound system and the activity run smoothly till the end of the story. The next
activity was the test.

ZEZENS PRATAMA-FITK.pdf

Recommended

Recommended

More Related Content

Similar to ZEZENS PRATAMA-FITK.pdf

Similar to ZEZENS PRATAMA-FITK.pdf (20)

Recently uploaded

Recently uploaded (20)

ZEZENS PRATAMA-FITK.pdf