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CHAPTER I
Introduction
This chapter discusses some points: background of the study, statement of the problems,
purpose of the study, scope and limitation of the study, significance of the study, and definition
Everybody has learned their language since they were children, especially
about their mother tongue. The process occurs naturally and properly with a view to
communication by using language, we can share our ideas and thoughts with other people.
communicate not only by using our mother tongue but also by foreign language, especially
about foreign language. On the other hand, as an international language, English is used to
As the foreign language in our country, English is widely taught for the first
time at elementary school. The teaching at this level have goal to give basic knowledge of
English using as foreign language. And it will be developed at junior and senior high
school.
2
Listening is a skill that tends to get neglected for various reasons. Here are
some of its:
3. When teacher teaches listening skill, actually they are not. They just teach
In School Base Curriculum 2006, there are some competency standards and
basic competencies which have to understand the meaning in simple oral transactional and
It is also necessary to mention that listening is the one of the important item in
someone language test. That is enough reason listening skill being taught, besides listening
is sometime enjoyable, such as: listen to the radio, listen to English songs, more over
In learning English sometimes the students are getting bored by teacher’s way
of teaching. There are various techniques can be used by the teacher to teach reading,
writing, speaking and especially listening. Some teachers thought that listening is the
easiest skill to teach, so many of material or English handbook put it in the beginning of
material. Actually we can use many interesting media to teach them those English skills.
For example by using English songs, movies, or maybe chats in interesting English
language.
lesson helps to increase the students’ sensibility in hearing sense and participation. It is
because movies are very interesting and the students at all ages like it. There are stories to
follow and observe. It will make the teaching learning process getting more interested and
By the facts above, that is one reason why the researcher expected one new
way to teaching listening, the alternative technique, motivating the students to learn
English and can be useful for those who are interested learning and teaching listening.
Moreover MTs Probolinggo is one of develop junior high school in this town. So, the
students need to behave and learning English by the way they like is more helpful for
The writer meets some problems that appear in using English Movies as media to
Considering the problems above, the study is oriented towards the following
purposes:
listening skill.
many students, listening is very difficult skill to be acquired. So that, teacher has to get
English movie is one of the Medias which are very good to be used to improve
students’ listening skill. It could help sensitivity to students’ sense of hearing. The
influence of watching English movies is improving students’ listening skill, because they
can get involved, they feel the situation happen in the movie and they can learn the
language contextually. Many teenage students like to watch movie, not excepted students
at MTs Nusantara.
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for the students of MTs Nusantara, the students will know the importance of understanding
the movie overall, as good as the local movies they saw. They will study listening better in
this way, because they didn’t fell studying, they just enjoying they learning while watching
movies. Here they can practice their listening ability, enrich the vocabulary and know how
to use English for communication, real communication. For the teacher, this new media
will enrich their alternative way in teaching English. The teacher can use way as the
interesting way to teaches listening English and how to apply it in real communication.
For the researcher, teaching listening skill through watching movies will provides new
Because limitation of the time and references the researcher only takes two
variables to study. The first is the effectiveness of watching English movies on improving
students’ listening skill. And the scope is limited to the eighth grade students’ of MTs
2. Listening skills is students’ ability of understanding the plot of the story, the
they had heard and give the response as the purpose or as ordered.
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CHAPTER II
connected to the closes environment interaction. The based competence are giving
response to the meaning of transactional (to get the things done) and interpersonal
(socialization) short and simple conversation accurately, fluently and acceptable to get
connected in an interaction with the closes environment which is involving act and
speech: asking, giving, rejecting help, asking, giving, rejecting things, asking, giving,
rejecting argument, and offering / taking / rejecting something. Some indicators that
prove the teaching learning process are well done; the students are unable to (1)
responding the asking, giving, and rejecting utterances; (2) responding the asking,
giving, and rejecting things; (3) responding the asking, giving, and rejecting information;
(4) responding the asking, giving, and rejecting argument; (5) responding the asking,
giving, and rejecting offering. The allocation of time available for this point is 8 X 40
minutes. The source of the material can be taken from some media such as CD’s, Proper
text script, recording, picture, things model, environment, internet and book or
worksheet.
8
Listening is one of the language skills, in the case the writer quoted the
inferring meaning from the context. These exercise often require completing an
authentic task while listening, such as taking missing words in completion items, text
of the song or taking telephone massages. The recordings on the class cassettes contain
both scripted and unscripted conversation with natural speech pauses, hesitation and
following statement.
wonder, then that is recent years the language teaching profession has placed content
spotlight in the late 1970’s with James Asher’s (1977) work to Total Physical
Response, in which the role of comprehension was given great quantities of language
to listen to before they encouraged to respond orally. Similarly, the natural Approach
recommended a significant “silent period” during which learners were allowed the
security of listening without being forced to go through the anxiety of speaking before
formation hypothesis, the drawing of inference, and the resolution of ambiguities and
uncertainties in the input through the generation of “mages” (as a set of items: sensory,
“… to generate the intended image from the input and react appropriately…”
But, the effect of prior knowledge and context also seem to be instrumental in
comprehension is (or should be) to help learners of English cope with listening in real
life, but there is large variety of different types of listening in real life.
everyday distinction between hearing and something and listening to it. Hearing is only
the recognition of sound, as we say,”I am sorry, I did not hear exactly what you said”.
Listening implies some conscious attention to the message of what is said, as when we
Rost (1991: 3) proposes that in order to define listening, we can ask two basic
questions: What are the component skills in listening? And what does a listener do?
• Recognizing words
component skills. In some case, listening is a coordination of the component skills, not
the individual skills themselves. This integration of these perception skills, analysis skills
Rost (1991:4) has also argued that even though a person may have a good
listening ability, he or she not always be able to understand messages, some conscious
actions is necessary to use this ability effectively in each listening situation. This action
directly, but we can see the effect of this action. The understanding action for successful
listening is depending on the listener’s decision. The listener must make these kinds of
decisions:
Successful listening requires making effective “real time” decision about these
questions. In this sense listening is primarily thinking process thinking about meaning as
they listen. The way in which the listener makes these decisions is what we will call a
listening strategy.
Rost (1991:70) stated that there are four principles for developing listening
ability:
interacting in English, learners have the chance for a new language input
and real reasons for listening in English, learners can mobile both their
By focus on specific goals for listening. Learners can evaluate their efforts
have opportunities for assessing what they had achieved and revised.
of form.
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By learning the perceive sounds and words accurately as they work on meaning
oriented activities, our learners can make steady progress. By learning to hear sounds
Like reading, listening is an internal process that cannot be directly observed. It’s
rather difficult to say what happens when we listen and understand others. Ommagio
Listening and reading are both highly complex process that draw on the
knowledge of the linguistic code (language form), cognitive processing skill (the skill to
process in the mind). Schome-based understanding (background knowledge), and
contextual cues both within and outside the text.
1. Go first over the instruction with the class making certain that materials are
2. Pronounce the words or phrases at least two times in a clear and distinct
3. Where the question precede the text, read the question twice in order to direct
4. With longer texts, it is advisable for the teacher to write guide question on the
board or dictate them to the students. The questions should require an understanding of the
general ideas, in the text rather than detailed knowledge. The teacher then reads the text for the
first time.
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5. After giving the students enough time to answer the guide questions she/he
6. The teacher continues with more detailed question for the students to answer
7. Other possible related activities for further intensive practice can be carried
The possibilities of using each of the passage included in the text are infinite.
Some suggestions above maybe particularly pertinent for less students’ abilities n the other
language skill-speaking, reading and writing will also develop. At the time sometime they
will be able to understand on wide range of topics, which undertake the linguistic aspects
of listening comprehension.
Jack in (Persulessy, 1994:4) mention the model of the listening process includes
8. This information is retained and acted upon, and the form in which it was
originally received is deleted.
2.7 Decoding
b. Analyze the utterance, is what is said by any one person says before or
sounds. For example, “yeah!” (One word), “have you done your
late.” The sentence has two chunks (part), because of and I was late. Besides
representation in a text.
sentence/utterance.
to show the physical state of the speaker (as prepositional meaning) and
illocutionary meaning).
As you contemplate designing lesson and techniques that are exclusively for
teaching listening skill, or that have listening components in them, a number of special
learners need to pay attention to such as factor because they highly influence the
processing of speech and can often block comprehension if they are not attended to. In
other hands, they can make the listening process difficult. The following characteristic of
spoken language is adapted from several sources (Dunkel, 1991; 1983; Ur, 1984)
1. Colloquial Language
Learners who have been exposed to standard written English an/or “text
book” language sometimes find it surprising and difficult to deal with
colloquial language, idioms, slang, reduced forms, shared cultural knowledge
are all manifest at some points in conversation.
2. Rate of Delivery
Virtually every language learner initially thinks that native speakers speak to
fast! Actually, as Richard (1983 in Brown, 1994) point out:
The number and length of pauses used by speaker is more crucial to
comprehension than sheer speed. Learners will nevertheless eventually need
to be able to comprehend language delivered at varying rates of speed and at
times, delivered with few pauses. Unlike reading, where a person can stop
and go back reread something, in listening the hearer may not always have
the opportunity to stop the speaker, instead, the speech will continue flow.
We can use many literary to find out the best technique for teaching listening. It
will helpful for you to think in terms of several kinds of listening performance that is, what
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embedded in a boarder technique or task and sometimes they are themselves the sum total
of the activity of a technique. The one of type classroom listening performance is reactive.
utterance for the sole purpose of repeating it back to you. While this kind of listening
listener as merely a “tape recorder” (Nunan, 1991b:18) must be limited, otherwise the
listener as a generator of meaning does not reach fruition. About the only role of that
reactive listening can play in an interactive classroom is in brief choral or individual drills
teacher transfer the knowledge to the students. Fundamentally, in teaching and learning
process, both instructional component and lesson planning are important component. We
believe that these will be helpful for both the teachers and the students in the teaching and
a. Pictures e. Replica
b. Audio f. Cassette
In this study the researcher use video films that run in front of the classroom by
using audio video tools at the language laboratory. This is to make the study running well
a. Ratatouille
b. Finding Nemo
Movie is one of the new media used by the teacher to teach listening for the
students which learn English as foreign language. Movie or video can enhance listening
comprehension by providing learners with contextually rich, high interest, authentic and
teaching learning process can be run well. The teacher provides something the students
like.
the task which easy to understand for them. Second language video materials fall into
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two categories: material which are designed and produced for pedagogical purposes, and
authentic materials produced by native speakers for the consumption of fellow native
speakers (Burkart, 1998: 47). So, we need to choose the best materials for our students to
CHAPTER III
This chapter consists three parts. The first part is a research design; the second
is the setting and the subject, the third is research instrument, the fourth is data
The research design of this study was a classroom action research (CAR) which
Kasbolah and Sukaryana (2001:15), stated that the characteristics of CAR are: (1) it is
done by the teacher him/herself, (2) it starts from the factual problem that appears in the
teaching and learning process, (3) there are some actions which are needed to improve
the teaching and learning process, and (4) it can be done collaboratively.
In this study, CAR is carried out to solve practical problems encountered by the
students when they are writing a paragraph. In reference to the result of pre-test, the
problems encountered by the students when they made a paragraph were concerned with
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content, grammar, diction, spelling and punctuation. Those problems are solved by using
As classroom action research, this study followed the design of Kemmis and
McTaggart (in Kasbolah and Sukaryana, 2001) in which cycle consists of four steps:
Planning of action, implementing of action, observing and evaluating and analysis and
reflection. The four main steps were preceded by reconnaissance (preliminary study) and
In line with the focus of this study, the subject observed were the teacher who taught
The research area of this study was at MTs Nusantara, Probolinggo. This
school was selected because this junior high school is the one of developing junior high
school in this town. MTs Nusantara, Probolinggo in the eighth year class has 28 students.
two steps-preparation and application-are involved. This classroom action research was
conducted by using of the cycles process. The researcher started the study with
preliminary observation in search for identifying the real problem in the teaching
learning. The activities in the preliminary study were conducting an observation in the
classroom. The result of these collecting of data was used as consideration in planning
21
the action to be applied. Next, the researcher conducted the study following the
questionnaire.
in the teaching of the listening skills as well as the assessment of students’ skill
and motivation, the researcher conducted the study by following the procedure of
the action research starting from planning the action, followed by action,
observation and reflection. In this step, all cycles are used to solve the same
problems that have been found through the pre-test, which is related with the
student basic listening ability, then continued to the next step. If the problems are
not solved yet, the following cycles should be continued with its revised
In this step, the researcher set up the overall plan concerning the
success.
The researcher followed the steps on doing this study. They were:
This is very important to state the goal using this kind of teaching
Students
by this media, but the researcher did it in steps. So, they can
accept it well.
The movie scene using to teach must also fits them and easy to
The researcher presented the movie scene to them, and gives them
vocabulary used by the speaker in the movie scene till they can get
Scenes
students’ names were placed top left of the paper, the date at right
side of the form filled by some question for the students and
process and the test result. Those criteria are determined as follows:
movie scene.
scene by the student is 70%. So, they can understand what the
standard score, which is 70; if it is not, it means that the researcher should
the activities done in the class. The teaching listening test assessment
schedule of writing class. In this stage, the researcher must obey what
Time
No Activities
Day Date
1 Preliminary study Monday April 5th
3.3.2.3 Observation
the action. The observer observed the teaching and learning and the
In this case, the students’ listening test were collected and scored.
necessary for the researcher to specify kinds and source of data. Based
on the kinds and the source of data, the researcher prepared the
and students, evaluation and also students’ portfolios collected during the
assessment activity.
follow:
The variety of instruments were used in carrying out this study, they
are:
a. Observation sheet
b. Field notes
observation sheet.
c. Interview guide
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the interview was useful to reveal the strengths and the weakness of
Assessment
Activites Instruments
Process Product
Introducing the Students’ activities in the • Observation sheet
scene.
Teaching Students’ activities in the • Observation sheet
scene process
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3.3.2.4 Reflection
The reflection stage actually covers two processes, those are the
reflecting stage.
1) Analyzing Data
The qualitative data obtained during this study were classified and
about the assessment process, the students’ test result and the students’
conducted:
a. Data Classification
The collected data were grouped on the basis of their forms in the
sense that the data obtained from the students’ test result were
distinguished from those obtained from the field notes and so on.
b. Data Presentation
The data presentation was based on the result of the observation, field
2) Reflecting Data
The reflection stage was the process of giving judgment and responses
to the action. The researcher analyzed all the data obtained and compared
the result of analysis with the criteria of success. If the results of test
result meet with the criteria of success, the classroom action research
Analysis
visualized and
as follows:
Reconnaissance Identification Planning
Observing the Students have low Peparing portfolio
teaching and motivation in writing. assessment strategy used
assessment of Product-oriented in assessing
Figure 1. Classroom Action Research Procedure(adapted from Kemmis, students’
and Taggart in Kasbollah
writing evaluation
And Sukaryana, 2001) writing skill.
Interviewing the Teacher have problem in Preparing instruments.
teacher. exploring alternative Determining criteria of
assessment. success.
Observing Impelenting
To observe the portfolio Introduction the idea of portfolio
assessment process by using assessment.
instruments prepared. Specifying the portfolio contents
The observation is addressed Giving clear and detailed guidelines
on both teacher and Guiding students in writing process.
students’ activities. Giving encouraging feedback
Guiding students in self and peer
assessment process
Guiding sharing conference and
Reflecting
students-teacher conference.
To observe the activities happened in
the implementation of portfolio
assessment.
Reviewing whether there is a Unsucessful
difference between what had been
planned and what was going in the
Revising the planned
implementation or not.
Based on the result of the reflection, it is
necessary for the teacher and
collaborator to revise the plan according
Success to drawbacks found in the previous
implementation.
STOP Cycle N
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CHAPTER IV
This chapter deals with the research findings obtained through the instruments used
during the research. Then, the research findings will be taken into discussion to answer the
research problems.
In carrying out the portfolio assessment activities in writing in the Classroom Action
Research, the researcher utilized some steps, they are : Preliminary study, Analysis and
This study was conducted by interviewing the English teacher and students on
eight grade of MTs. Nusantara about their problem in teaching – learning activity
Teacher : Yeah, some of them are good and the others are low.
skills?
Teacher : Yeah, that is right. I face many problems. There are How to
listening. But, the most important thing for me is, how to improve
While mostly the students’ problems are they were thinking that the most difficult
things in English is listening skill. Because the students had to think hard about
listening, such as mastering new vocabulary, difficult pronunciation served and high
In this study, the researcher tried to analyze what the researcher got from the
interview before and analyze what should he do in the classroom research. In the
result of interview above, many of the students were not eager on writing because
they got difficulties on how to be a good listener, how to understand the words
In this study, the classroom Action Research Application did in some steps,
4.1.2.1 Planning
After knowing the problems, the researcher and the teacher tried thinking
hard how to overcome these problems. So, we (researcher and teacher) decided
the duration of action, the theme to be studied and also the subject.
The preparation also deal with the programs to be carried out which include the
process conducted into four steps: introducing, pre-listening test, whilst teaching
listening test and post test. The written text of the movie scene dialog given in the
beginning to ease the student adapts the situation. Moreover, the researcher gave
the students examples of how fill the test by listening the movie scene.
scene by the student is 70%. So, they can understand what the movie scene
talking about.
By the end of these processes, the students should achieve the standard score,
which is 70; if it is not, it means that the researcher should do the following cycle.
meeting.
4.1.2.2.1 Meeting 1
students. The activity was divided into five components; there were:
Pre Activity, Whilst Activity, and Post Activity. After those activities,
The teacher entered the class with the researcher and the students gave
greeting of them. First, the teacher introduced the researcher to the students
and the researcher sat in the back row to observe the teaching learning
process.
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Teacher came into the classroom and had an interpersonal dialogue and
checked the students attendance list like usual. The teacher is involving the
The researcher introduces the new teaching media, movie scenes. The
student are eager to know and trying this new method to improve their
listening ability. Then the researcher plays a movie scene by giving the
said the goals and the benefit of learning listening contextually. After the
first movie scene the researcher let the student catch something from the
second play without any explanation. To get the students clear description
about their ability the researcher gives they question, orally about the movie
scene. The researcher also encourage the students to listen carefully what
the player said in a scene or when he did something, then ask to the students
what is the player said in that time. It is repeated twice so, the researcher
After all, they understood what the researcher meant, the researcher
gave them a piece of test form, which is contained some incomplete sentences
based on the movie scene. But, first before the movie scene played, the
researcher gave the explanation about the test form served and the movie about
to play. Next, they tried to complete the sentences by watching the movies.
Completing sentences is the lowest test given to them before they do answering
question about the movie scene. Because of the limited time, the researcher
35
ended the meeting by gave the students a suggestion how improve their
listening ability by watching movies in their house. Beside that, the researcher
4.1.2.3 Observation
After conducting the first meeting, the researcher tried to observe the whole
activity in the first meeting. In this meeting, many of students still got
difficulties about the listening new vocabulary without explanation first, and
high speed spelling words in the movie scene in Ratatouille and many others.
Beside that, the class’ condition was a little bit noisy that was caused by they
are attracted to the movie scene and ignoring the words spelled.
4.1.2.4 Reflection
After all, the researcher analyzed and gave scoring to the students’
assignment which given in the first meeting compared with the criteria of
success. If their score met with it, the observation must be stopped. Here were
9 Erik Eriska -
10 Faridatul K.S -
11 Firman Nur R C
12 Hendrik S. -
13 Himami H. B
14 Ike Wahyuningsih B
15 Imam Syafii C
16 Indah Rahmawati D
17 Intan Aprilia D
18 Lailatus Salama -
19 M. Fahur Rosi D
20 Miftahul Jannah C
21 Moch. Iqbal Arif -
22 Nur Azizah -
23 Putri Wulandari C
24 Saiful Rizal C
25 Syaiful Rohman -
26 Uswatun Hasanah B
27 Vindika Afandi -
28 Yuliyatin D
16 (51 %) 12 (49%)
From the table above, we knew that there were 17 students or 60.5 % said that
listening was difficult and 11 students or 39.5 % said that writing was not so difficult.
37
From the table above, we knew that there were 13 students or 46 % of students in
MTs. Nusantara said that they liked this method and 15 students or 54 % said that they
did not like this method.
Description
Question 3. Does watching movie scene improve F N Percentage
your listening ability?
Answer
a. Yes 13 46.4 %
28
b. No 11 39.3 %
c. Sometimes 4 14.3 %
Total 28 28 100 %
From the table above, we knew that there were 13 students or 46.4 % of students
in Mts. Nusantara said that watching movies scene helped them in improving listening
ability, 11 students or 39.3 % said that it did not help them on doing writing and 4
Table 4.1.2.4.5. The students feeling on the use of movies scene by teacher
Description
Question 4. Do you feel happy, fun and enjoy if
F N Percentage
teacher used the movie scene in
teaching-learning process?
Answer:
a. Yes 13 46.5 %
b. No 9 28 32.1 %
c. Sometimes 6 21.4 %
Total 28 28 100%
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From the table above, we knew that there were 13 students or 46.5 % of students in
MTs. Nusantara felt happy, enjoyed and fun if teacher used the movie scene on teaching-
learning process, there were 9 students or 32.1 % who said that No and they were 6
students or 21.4 % who said that sometimes it could make them happy, enjoy and fun
and sometimes not. It was depend on the theme that they were talking about.
in MTs. Nusantara thought that by using this method, it could motivate them in doing
4.1.2.5 Re-Planning
After knowing that in the first meeting the students’ score did not meet with
the criteria of success and it was caused by students’ confusing, the researcher
and teacher did the Re-planning for the second meeting to make it better.
not change the design, he only gave more attention to the students and giving
explanation and using of the instrument to the students how to use it properly.
The preparation also deal with the programs to be carried out which include the
process conducted into four steps: introducing, pre-listening test, whilst teaching
listening test and post test. The written text of the movie scene dialog given in the
beginning to ease the student adapts the situation. Moreover, the researcher gave
the students examples of how fill the test by listening the movie scene.
On determining of success, the researcher and also teacher did not want to
change the criteria of success. We were sure that the students capable to achieve it
that was 70 for the minimum score.
4.1.2.6 Meeting 2
This second meeting was conducted at March 14th, 2010. There were 28
students. The activity was divided into five components; there were: Pre
Activity, Whilst Activity, and Post Activity. After those activities, the
a. Pre-Activity
First, the teacher does what he always does in the beginning of study that
asked the questionnaire sheet that had been given in the first meeting to be
collected.
b. Whilst Activity
After that, the teacher and researcher asked them to watch the first movie
scene in this second meeting. At the end of the play the researcher explained
the previous movie scene and asked some question orally. Because some of
the students still had some difficulties in understanding the movie scene, the
40
researcher played it for second time, this time the students got more
enthusiastic and paid more attention to the movie scene, though some
The next movie scene played after the explanation and question about the
first movie scene. The students little bit behave with this method. They
almost understand about the whole story, though they still felt hard to
remember the parts of movie scene. Some question also answered well by the
sentence some of they students could not fill it correctly. So, the researcher
played the movie scene again whiles the student finding the answer of
incomplete sentences.
c. Post Activity
At the last activity, the researcher composed seven groups of the students
in the classroom. Then the researcher asked them to note some question to
discuss together after the movie scene played and some explanation given. At
the end of the meeting the groups ordered to discussed it at home, the
4.1.2.7 Re-Observation
After conducting the second meeting, the researcher tried to observe the
whole activity in the second meeting. In this meeting, there were only some
difficulties that were faced by the students, but it did not matter because they
41
had eagerness to write and they looked enjoyed on doing the teaching-learning
process. It was all because they began familiar with this method.
4.1.2.8 Re-Reflection
After all, the researcher analyzed and gave scoring to the students’
assignment which given in the second meeting compared with the criteria of
success. If their score met with it, the observation must be stopped. Here were
Before going home, the researcher gave them once more a questionnaire sheet
that should be answered by them and collected also in the next meeting. Here was the
From the table above, we knew that there were 10 students or 35.7 % said that
listening was difficult and 18 students or 64.3 % said that writing was not so difficult.
Answer
a. Yes 19 28 67.6 %
b. No 9 32.4 %
Total 28 28 100 %
From the table above, we knew that there were 19 students or 67 % of students in
MTs. Nusantara said that they liked this method and 9 students or 32.4 % said that they
From the table above, we knew that there were 21 students or 46.4 % of students
in MTs. Nusantara said that watching movies scene improve their listening ability, 3
students or 10.7 % said that it did not help them on doing writing and 4 students or 14.3
From the table above, we knew that there were 18 students or 64.3 % of students in
MTs. Nusantara felt happy, enjoyed and fun if teacher used the portfolio method on
44
teaching-learning process, there were 3 students or 10.7 % who said that No and they
were 7 students or 25 % who said that sometimes it could make them happy, enjoy and
fun and sometimes not. It was depend on the theme that they were talking about.
From the table above, we knew that there were 19 students or 67.9 % of students in
MTs. Nusantara thought that by using this method, it could motivate them in doing
4.1.2.9 Re-Planning
After knowing that in the second meeting some of the students’ score still
did not meet with the criteria of success and it was caused by organizing the
sentences in making sequence and also in doing self and peer assessment. So,
the researcher and teacher did the Re-planning for the third meeting to make it
better.
After knowing that in the first meeting the students’ score did not meet with
the criteria of success and it was caused by students’ confusing, the researcher
and teacher did the Re-planning for the second meeting to make it better.
On designing Portfolio Assessment, the researcher did not change the design,
He only gave more attention how to listen better, keep pace with the words spell
On determining of success, the researcher and also teacher did not want to
change the criteria of success. We were sure that the students capable to achieve it
that was 70 for the minimum score.
4.1.2.10 Meeting 3
a. Pre-Activity
This second meeting was conducted at March 19th, 2010. There were
28 students. The activity was divided into five components; there were:
Pre Activity, Whilst Activity, and Post Activity. After those activities, the
b. Whilst Activity
we (the teacher and researcher) got surprise. They all did the homework
even though some of the students’ works still need some revisions. After
better than before, how to keep pace with the words spelled in the movie
carefully. The students had reach the highest attention since the first
movie scene played at the first movie played in the third meeting. Without
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any explanation they also could fill the incomplete sentence given.
Although some students had not finished it well, and they need to
After finishing the first movie scene, the researcher gave the
students the next two movie scenes. By giving some explanation this time
the researcher give the students question test form. Fortunately they had
involved to the teaching learning process. So, they could answer they
question form test quite well, although it is the first time they did this test
model. The researcher asked the students to collect the form in front of
the class.
c. Post Activity
After doing those activities above, the researcher played the last
They listen to the movie scene carefully and answered the question.
At the last they submit their paper test form. And the researcher gave
4.1.2.11 Re-Observing
After conducting the third meeting, the researcher tried to observe the
whole activity in this meeting. In this meeting, the students had eagerness to
was all because they really understood how to improve their listening ability
4.1.2.12 Re-Reflection
After all, the researcher analyzed and gave scoring to the students’
assignment which given in the third meeting compared with the criteria of
success. If their score met with score of the criteria of success, the
20 Miftahul Jannah B
21 Moch. Iqbal Arif C
22 Nur Azizah B
23 Putri Wulandari B
24 Saiful Rizal B
25 Syaiful Rohman B
26 Uswatun Hasanah B
27 Vindika Afandi B
28 Yuliyatin C
28 (100 %) NIHIL
Before going home, as usual, to know the progress of the students, the researcher
gave them a questionnaire sheet that should be answered by them and collected also in
the next meeting. Here was the description of the questionnaire sheet.
Description
F N Percentage
Question 1. Is listening difficult?
Answer
a. Yes 3 28 10.7 %
b. No 25 89.3 %
Total 28 28 100 %
From the table above, we knew that there were 3 students or 10.7 % said that
listening was difficult and 25 students or 89.3 % said that listening was not so difficult.
Description
Question 2. Do you like watching movie scene to F N Percentage
improve listening skill?
Answer
a. Yes 26 28 92.6 %
b. No 2 7.4 %
Total 28 28 100 %
From the table above, we knew that there were 26 students or 92.6 % of students in
MTs. Nusantara said that they liked this method and 2 students or 7.4 % said that they
Description
Question 3. Does watching movie scene improve F N Percentage
your listening ability??
Answer
a. Yes 25 89.3 %
28
b. No 2 7.1 %
c. Sometimes 1 3.6 %
Total 28 28 100 %
From the table above, we knew that there were 25 students or 89.3 % of students
in MTs. Nusantara said that watching movie scene improve their listening ability, 2
students or 7.1 % said that it did not help them on doing writing and 1 student or 3.6 %
Description
Question 4. Do you feel happy, fun and enjoy if
F N Percentage
teacher used the movie scene in
teaching-learning process?
Answer:
a. Yes 26 92.9 %
b. No 2 28 7.1 %
c. Sometimes - - -
50
Total 28 28 100 %
From the table above, we knew that there were 26 students or 92.9 % of students in
MTs. Nusantara felt happy, enjoyed and fun if teacher used the portfolio method on
teaching-learning process, there were 2 students or 7.1 % who said that No.
From the table above, we knew that there were 25 students or 89.3 % of students in
MTs. Nusantara thought that by using this method, it could motivate them in doing
listening ability, the researcher utilized some steps, they were (1) identifying
introducing the ideas of movie scene watching for listening, (3) specifying
movie scene content, (4) giving clear and detailed explanation in the use of
movie scene for improving students’ listening skill and (5) assessing the
movies procedure was done by referring to the information that was obtained
from the observation checklist and the field notes. The information was about
the teaching listening using the movie scene activities in the class. In this
sense, the movie scene watching t improve listening ability procedure applied
in assessing students writing ability worked well even though there were
some problems in the first meeting. But since all the students knew how to
work by using movie scene to raising the bar, everything ran well. To get
and students.
After doing the data analysis, the researcher reporting the findings to the
teacher whether the students had been success to get the minimum of criteria
of success or not that made the researcher decide whether he should continue
to the next cycle of should stop. Fortunately, the data had been got were
shown that they had passed the standard minimum of criteria of success. So,
the researcher should stop the cycle on observing the student’ skill in
listening.
4.2 Discussion
Based on the result of the implementation, in this study, the procedure of using movie
scene in improving students listening skill had been done in five activities, they are : (1)
Preliminary
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study, (2) Analysis, (3) Action, (4) Data analysis, and (5) Reporting the findings.
In this activity, the researcher tried to know what was the problem that was facing by
the students in learning English for writing skill and the teacher’s problem in teaching them
about the English in listening skill. The researcher got the data of their problem through the
interview with the student and also teacher. And their problems were writing was the most
difficult skill on learning English and how to make the students eager on doing listening.
After knowing the problems, the researcher tried to analyzed and set up or prepared what
should the researcher do to overcome these problems. So, the researcher discuss with the
teacher about his planned to teach the students by using movie scene. After getting approval
by the teacher, the researcher o prepared everything that would be needed in doing it.
teaching listening by using movie scene, the researcher begin his observation by action that
In the first meeting, the researcher explained the importance of movie scene watching.
Since the movie scene watching in improving listening skill was something new to the
students, it was necessary to introduce the idea of it clearly. The students were also
The researcher continued to the purpose and focus of movie watching for listening
ability improving. To start the discussion, the researcher stimulated the students’ responses
with some question. In explaining the purpose of portfolio assessment, the researcher showed
the students a portion of students’ work over a certain time, how to improve, how to reflect on
how to evaluate their own in listening. After that, the researcher discusses the use of movie
It was done to make sure that all the students behave students to watching movies scene
as the media to improve their listening skill. But, on doing it, the researcher got some students
got difficulties on understanding and implementing what the researcher explained before. So,
the researcher gave guidance to all of the students who got difficulties by re-explaining and
showing the way how to use them. So that, they really behave students to watching movies
scene as the media to improve their listening skill and then they could do the learning-teaching
process smoothly. In knowing the progress of the students, the researcher gave them a
questionnaire sheet which asked them about listening skill and their opinion about watching
movie scene method in improving their listening skill. Every meeting done by the researcher
and the students by many improving in all sides of listening ability. Overall the students enjoy
Knowing that, they had been liked of this method on listening activity and got no
difficulties, the researcher began giving them the optional task. They had to write their own
After doing the implementation that was consisting of three meetings, the researcher did
the data analysis to know whether the method of watching movie scene had make them
improve their listening or not. If it worked and the minimum standard of criteria of success
had been reached, it meant that the method success and the observation should be stop. And
Tabel 4.2.1. Students’ score of watching movies scene to improve the students listening skills
Score / meeting
No Name st
1 2nd 3rd
1 Abu Rizal T.P B B A
2 Adi Irawan B B A
3 Agung D.C - C B
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4 Amrullah D B A
5 Anisatul M. D B B
6 Diana Asmawati C B B
7 Doni Ariyadi - C B
8 Endang Hartini B B A
9 Erik Eriska - D D
10 Faridatul K.S - C B
11 Firman Nur R C C B
12 Hendrik S. - D D
13 Himami H. B B A
14 Ike Wahyuningsih B B A
15 Imam Syafii C C B
16 Indah Rahmawati - D C
17 Intan Aprilia D D C
18 Lailatus Salama - C B
19 M. Fahur Rosi D C B
20 Miftahul Jannah C B A
21 Moch. Iqbal Arif - D C
22 Nur Azizah - C B
23 Putri Wulandari C B B
24 Saiful Rizal C B A
25 Syaiful Rohman C C B
26 Uswatun Hasanah B B A
27 Vindika Afandi - B B
28 Yuliyatin D C B
After analyzing and knowing the results, the researcher did reporting to the teacher
that there was good progressing on students for watching movie scene on teaching-learning
process for improving listening skills on learning English. So, the researcher thought that the
56
data had been enough and the score minimum of criteria of success had been reached. That
was why the researcher decided that the cycle should be stop.
4.3 Watching movies scene to improve students’ listening skill in Theoretical Perspective.
yourself right now, as you are and then examine the “picture” for clues of what is going
on; now add the audio ”Yes! The visual component plays a key role in understanding the
aural message. Video presents the viewer with information conveyed via aural and visual
channels. Rather than making competing demands for cognitive resources, each channels
seems to contribute to the processing effort in specialized but complementary ways: the
visual channel taps into bottom up process, focusing on details; and the aural channel taps
into top down processes, drawing upon information, or schemata, stored in memory.
The important things that the researcher found in this study was the students enjoyed
joining this study. It was caused by (a) they got a new experience in which they were given
a chance to improve their listening skill by watching movies, (b) behave with native
speaker say in the movie scene, (c) understands more new vocabulary and its use in daily
CHAPTER V
This chapter presents the conclusion and suggestions derived from the research
findings and discussion that is elaborate in proceeding chapters. The conclusion with the
model of portfolio assessment, the collection of the students’ work, students’ response toward
the method of using portfolio assessment in writing and the strength and weakness of the
model developed. Meanwhile, the suggestions are directed to the action to be done to follow
5. 1 Conclusion
On the basis of the research finding of teaching listening by watching movie scene in
MTs. Nusantara only done three cycles. The conclusion can be drawn as follows as the answer
1. The teaching listening by watching movie scene model consist of five interrelated stages,
they are;(a) Identifying Teaching Goal to Teach Listening Using Movie Scenes.
(b)Recognizing the Teach Listening Using Movie Scenes to the Students. (c) Determining
Movie Scenes Used as the media. (d) Explain to Them How to Improve Listening by
Watching Movie. (e) Designing the Test Form for Teaching Listening Using Movie
Scenes.
2. The implementation of teaching listening by watching movie scene requires the researcher
to follow the important procedures. In the initial action, the classroom activity is initiated
by introducing the concept of teaching listening by watching movie scene and the class
followed by giving clear and detailed explanation of the method. After that, the researcher
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discusses the test conducted related with the movie scene contents and how each of the
content will be assessed. Next, the researcher gives comments and encouraging feedback
through the use of the comment card. Finally, the researcher conducts conference in which
the students are encouraged finding their strength and weakness as a listeners.
3. The implementation of the watching movie scene for teaching listening is effective for
assessing listening skill for the student of Junior high school level especially in MTs.
4. The students have positives response toward the use of watching movie scene assessment
in assessing listening competence. Besides, the watching movie scene can enrich the
5.2. Suggestions
To follow up the findings, some of suggestions are also made to be addressed to the
teachers, the students, the school principal and also the government.
1. To the Teachers
Considering that the method of watching movie scene can effectively assess the students’
listening skill, English teachers are recommended to apply this model as an alternative
means of teaching listening for the students. Besides, they are also suggested to socialize
this assessment model through teacher’s forum such as : Musayawarah Guru Mata
2. To the Students
In view of the advantages of watching movie scene to improve their listening skill that can
ease the student in their daily activity in the school especially in English lesson. Besides
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that, watching movies are favorite activity for some students’ moreover English movies
education of school components. It is suggested that the school principal should provide
the instrument and the resources to facilitate the implementation of this teaching strategy
in teaching listening.
4. To the Government
Initially, implementing watching movies in teaching movie scene, no doubt needs an extra
investment of time, effort, and also money, which easily causes resistance of negative
responses from teachers and / or students, especially form novice teachers or teachers who
of using movies watching in learning foreign language and also direct or guide for the