AN ANALYSIS OF THE SECOND SEMESTER STUDENTS ON LISTENING COMPREHENSION OF THE ENGLISH MOVIE TRAILER AT THE ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHERS TRAINING LANCANG KUNING UNIVERSITY PEKANBARU

YESIE FLORIDA ENGLISH EDUCATION DEPARTMENT LANCANG KUNING UNIVERSITY 2012 The background of this research was to identify the Students Listening Comprehension of the English Movie Trailer as one of subject materials at the English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru academic year 2011/2012. Type of the research was survey design with the main aim was to be an evaluation program. The number of the sample in this research was 30 second semester student of English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru which selected by using simple random sampling. Instrument used in this research was test. In collecting the data, the researcher gave the students test on listening the English movie trailer. The data gained was analyzed by using descriptive statistic. After analyzing the data, the students listening comprehension of English movie trailer was categorized into poor level. It can be seen from mean score 48.17. It can be concluded that the finding of the present study will be useful for the teaching listening, especially on listening movie trailer. BACKGROUND Listening is receiving language through the ears. Listening involves identifying the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us. Listening is considered to be the one of the most important part of the oral communication. The term is used in order to make oral communication effective. Listening is also introduced as the first language skill because it can affect the acquisition of other skills. In the classroom, for instance, students spend more time for listening activity, in this case: listening to the teachers instructions, before going to another activity. Therefore, listening is one of productive skill that should learn by students. As mention before, listening is the first of the four language skills. It means listening is the crucial subject to learn by students. However, it is difficult for students to comprehend the listening subject. The students are expected not only to understand what they listen, but also to understand the implicational meaning. Listening is also something very important and indispensable for students, because the success of their study depends

on the greater part of their ability to listen. If their listening skill is poor they are very likely to fail in their study or at least they will have difficulty to understanding what they listen. The aims of teaching listening are to make the students to be able to observe and comprehend the simple daily English. Based on listening II syllabus in English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru, there are some purposes that have to be mastered by the students. Those are the students should be able to observe and comprehend the simple daily English. To achieve these purposes, there are some materials that should be learned by students, such as: listening the daily conversation (about greeting, job, opinion, family, message, hobby, apologize, and journey), listening the music, watching the movie trailer, watching the movie (DVD). They must be able to understand the entire materials to achieve the purpose of the syllabus. Watching movie trailer is one of listening activity dealing with the use of video. In listening II syllabus, watching the movie trailer is one of materials that should be learned by students. Movie trailer is an advertisement or a commercial for a feature film that will be exhibited in the future at a cinema. Watching movie trailer is activity that often given to students in learning listening II. So, in this case, the students are required to be able to comprehend the simple daily English. Therefore, the researcher is interested in conducting the research entitled An Analysis of the Second Semester Students on Listening Comprehension of the English Movie Trailer at the English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru. RELATED THEORIES Here the researcher would like to provide some definition and notion of listening that is derived from some experts. Firstly according to Fujio (2010:2) Listening is a very complicated process in which several different knowledge and skills work together. Focusing on knowledge alone, it can be categorized into several different groups: systemic or linguistic knowledge, contextual knowledge, and schematic knowledge such as background knowledge. From the idea above, it should be noticed that listening does not only regard linguistic knowledge both also background knowledge. Background knowledge is the possessed information that is had before listening to the topic. For illustration, when the topic to listen is about internet, it will be complex for the listener to reach a good understanding about internet, if he or she never hears about internet. Although, a listener has a good knowledge about language, it still becomes complex to get the point of what they listen. Therefore, when listening, background knowledge of the particular topic is able to determine whether he or she understands what he or she listens to. It is supported by Anderson & Lynch in Fujio (2010:56) who states that the schematic knowledge, consisting of background knowledge and procedural knowledge, comes from the term, schema, which is defined as a mental structure, consisting of relevant individual knowledge, memory and experience, allowing us to incorporate what we learn into what we know. This categorization agrees with a widely-accepted theory that for listening comprehension both bottom-up and top-down approaches are needed. The bottom-up approach is roughly equal to using systemic knowledge whereas the top-down approach utilizes contextual and

schematic knowledge. Both of them agree with the role of background knowledge when listening. In addition, Buck (2001:3) defines that Listening is highly complex, interactive process that has been defined as the process by which spoken language is converted to meaning in the mind. Listening is also considered more than just hearing. Listening is a critical element in learning any foreign language. It means that listening is not only about interpreting sounds, it also regards the listener ability to respond what they have heard. For illustration, when the communication or interaction is carried, the listener is regarded to give reaction about what he has heard by answering, showing expression, and even rejecting the statement. Those are as the interactive listening where the listener does not only acquire the sound, but also responds it. It is supported by Pearson in Buck (2001:6) who stated that Listening involves the simultaneous organization and combination of skills in Phonology, Syntax, Semantics, Respond and knowledge of the text structure, all of which seem to be controlled by the cognitive process. In fact, it cannot be ignored as it is the first step towards the language learning. Furthermore, Harmer (2002:228) defines that listening is as the receptive skill that is divided into two major such as extensive and intensive listening. Firstly, it is extensive listening is when the students are centered in the vocabulary and grammar aspect. It is when the students are asked to complete the blank with the spoken word. The last, intensive listening is when the students are focused on the comprehension domain. It is when the students are asked to understand the meaning, aim, and function of the spoken language in term of suggestion, implication and prediction when listening. In fact, both intensive and extensive listening can be happened together because when the students are regarded to know the implication of the spoken language that automatically needs their understanding of vocabulary. The last According to Brown (2000:119) listening is an important skill to support another skill. Such speaking, this needs listening to support familiarization and understanding sound. Therefore, listening is called as a support in teaching and learning language.

Listening in Language Learning Listening cannot be separated to language learning because it is one of language skill. In teaching and learning language, there are some activities that are found in teaching and learning listening adopted from some experts. Firstly, Harmer (2002:228-231) sates that there some activities in learning listening such as listening from the tape and record. Tape is commonly used in term of listening conversation and song. Secondly, Brown (2000:131-133) there are two activities of listening dealing with learning language. They are dictation and stimulus-response. Dictation is when the speaker plots monolog and the listener has to write the information and explain the task again. In stimulus response, the listener has to give response to the speaker about what being talked. This happens in the conversation class when it is integrated. According to Buck (2001:73-172) there are some activities of listening in language learning.

1. Dictation This is not different with dictation that is argued by harmer. Here the speaker runs the talks and the listener has to reach the aim of spoken discourse. This is aimed to drill grammar and vocabulary aspect. Dictation means that the listener should interpret what he have done based on his understanding to what he have listen. 2. Video In term of listening video, the listener is helped by the available visual support where the listener can be helped by the expression of the speaker. This can be in form of movie, trial movie, science video, and short biography (documenter). Video helps the listener to get more and deep understanding in listening the video. 3. On air radio This is called as live-listening because the listener can directly listen to the speaker. This way allows the listener to see the gestures, facial expression directly so that the listener able to learn from this source. 4. Record Listening record can be in form of monologue and conversation. Monologue is given in form of listening presentation, lecture, and description. Conversation is the there are two speakers speak one topic. Assessing Listening There are some notions about how to assess listening. Firstly, Brown (2000:121122) there are some indicators that should be noticed in assessing listening as mentioned below: a. Micro skill 1) Discriminate among the distinctive sounds of English. 2) Retain chunks of language of different length in short-term memory. 3) Recognize English Stress pattern, word stressed and unstressed positions, rhythmic structure, intonation contours, and their role in signaling the information. 4) Recognize reduced of words. 5) Distinguish word boundaries, recognize a core of word, and interpret word order pattern, and their significance. 6) Process speech at different rate of delivery. 7) Process speech containing pause, error, correction and other performance of variables. 8) Recognize grammatical word classes (noun, verb, etc), system (tense, agreement, and pluralization), pattern, rules, and elliptical form. 9) Detect sentence constituent, and distinguish between major and minor constituent. 10)Recognize particular meaning may be expressed in the different forms. 11)Recognize cohesive device in the spoken device. Macro skill above is about the students ability in familiarizing grammar aspect from the smallest unit (word) to phrases. In detail, the students are insisted on the

familiarization of word classes such as noun, verb, adjective and adverb. In understanding word, the students are directed to be more careful on diverging the similar sound words. Moreover, the students are regarded to know the subject agreement dealing with past and present tense. In advance, the students are about to understand the sequence of the sentences whether any connection about one cohesive device and another device. The aim is to ease them in catching the meaning of the entire sentences. b. Macro skill 1) Recognize the communicative functions of utterances, according situations, participants and goals. 2) Infer situations, participants, goals, using real world knowledge. 3) From events, ideas, and so on, describe, predict outcomes, infer links and connection between events, deduce cause and effects, detect such relation of main idea, supporting idea, new information, given information, generalization, and exemplification. 4) Distinguish literal and implies meaning. 5) Use facial, kinesics, body language, and other nonverbal clues to decipher meaning. 6) Develop and use battery of listening strategies, such as detecting key word, guessing the meaning of words from the contexts, appealing for help, or signaling comprehension or lack thereof. Macro skill presented above tends to focus the listening activities on the meaning language domain and its function especially for the point number 1 the students are regarded to know the functions of language. The functions of language are such as questioning, asking, implying, requesting and accepting. Then, meaning of language is focused on the identification of the important ideas in the wide domain and specific domain. It is also required the students to understanding meaning by using verbal and nonverbal clues. According to Harmer (2002:201) there are some indicators when assessing listening as mentioned below: a. Identifying the topic Here the listener has to identify the topic based on the listening task provided. b. Predicting and guessing In predicting, the listener is asked to guess what the aim of the talk is, what will happen, and what the speaker implies. In guessing, the listener is asked to guess the word and another grammar task. c. General understanding Here the listener is asked to find what mostly discussed. d. Specific information Specific information can be got by listening the task in detail. e. Interpreting The listener is asked to understand what suggestion is given by the speaker. From the harmers idea, it can be seen that one of the important activities is identifying the topic. Logically, by identifying the topic, the students can know what the discussion is about and what will be the next discussion. Then, four others are about the students ability in understanding the entire discussion by predicting/guessing the next

discussion , identifying general information, finding specific information, and interpreting it. According to Rossa (2001:5) there are some indicators of assessing listening as mentioned below: a. Processing short and extended samples of spoken, authentic speech rates, generally clear articulation, scripted texts in real time. b. Understanding the linguistic information that is presented on the local level of the input text (understanding details) c. Connecting pieces of information in order to develop a mental model which allows comprehension on the global levels of the input text (understanding gist) d. Matching explicitly and implicitly presented information (actions, emotions, intentions) with language knowledge and background knowledge to recognize and retrieve, to infer, and to interpret this information. e. Constructing a representation of information presented in the aural mode that allows the listener to understand paraphrases of that information in other (written) contexts. Some indicators of listening asserted by Rossa are mostly about the students ability in understanding meaning of the spoken discourse. It can be seen from the points a to e. they are focused on the comprehension domain. It is good to sharpen the students responds of spoken language. The last, according to Chung in Kurniawan (2010) there are some important indicators dealing with assessing listening as mentioned below: a. The details mean that the specific facts stated in a conversation. b. The idiomatic expressions mean that words and phrases that are characteristic of a particular language with meaning are usually different from the meaning of each words used alone. c. The suggestion means that a recommendation. d. The assumption means that a statement accepted as true without proof or demonstration. e. The prediction means about a guess about the future based on evidence from the present. The last, Chungs idea is about five indicators that will be used in this research to assess the students ability in understanding spoken language. Firstly, it is about detail information. Detail information is about the information that is got by highlighting the discussion. Then, idiomatic expression is about the students ability in understanding the linguistic aspect. It can be in form of reference, similarity, and antonymy. The third is suggestion. Suggestion is about what should be done and had during the conversation being run. The forth is assumption is about what will be grabbed from one speaker to another. The last, it is prediction. The students are regarded to guess what will be happened and done by one or more character based on the conversation presented along listening activities. Movie Trailer Movie trailer is one of listening activity dealing with the use of video. Here the researcher would like to elaborate the assumption of movie trailer in the listening class.

Gebhardt (2004:1) assumes that movie trailers are short segments (usually two to three minutes) of key scenes that provide interesting linguistic input and action accompanying the language; they offer us an innovative way to teach English. They can be viewed by students on an individual basis in a computer lab CALL classroom, using an Internet browser and video viewer such as QuickTime for Windows Media Players, for example. The language in the clips can be used in cloze exercises and the scenes for generating discussion and answering questions. It means that it can be used to train more students understanding in listening because listening is not about sounds but it is also about the critical understanding. Clearly though, indeed, teachers have started using digital music and aural materials, I believe video content from movies offers significant advantages. a. Movies are popular and have universal appeal across cultures, providing current language usage. b. They present visual context in which the dialogue takes place, action accompanying speech. c. They show gestures, facial expression, and other body language appropriate to the dialogue. d. High quality, the best that professional studios can afford, e. Short with very concise, catchy dialogue, having highlights of the entire movie, and f. Free, readily available from the Internet. In addition, Heffernan (2005:6) states the use of films in ESL and EFL classes has been a popular method of teaching for many years. However, how useful are films if they are not clearly understood by our students? Naturally, watching full-length films is not always the best way to spend classroom time with our students. So, while searching for better ways to bring Hollywood to the classroom, I stumbled upon a great site that presents movie clips, or trailers that ended up being very beneficial in my CALL classroom for the students to have live listening. It means that listening by using trail movie is one of the live listening where the students can directly refer to the speaker and try to understand it. The activities allow for expansion on the theme of the particular movie from which the trailer is taken. There is a vast amount of information on the Internet about movies, including movie plots, characters, reviews, written dialogue (sometimes before the movie is actually released), and pictures that could be incorporated into a report, for example. Student projects could have them actually seeing the movie outside of class and writing their own reviews and character sketches, and based on the movie, teachers might prepare True/False question lists, discussion topics, answering fact and opinion questions, and so forth, depending upon the level of the students' English. The last, Warschauer's in Heffernan (2005:3) assumes that when the viewer is on the film of his or her choice, some basic information about the film appears, such as the director, cast, genre and the web address of the official movie site. The viewer can then watch the trailer by choosing the size (small, medium or large) that he or she wants. Since the trailers are anywhere from one minute to two-and-a-half minutes in length, students tend to focus their skills on comprehension to get the most out of the exercise. In short, the use of trial movie is to ensure the students understanding spoken language.

Review of Related Finding There are some previous researcher who examined the students listening comprehension as explained in the following. Firstly, Butt (2010) found that that accent, colloquial expressions, pronunciation, and lack of time were the problem which always existed during the listening process in the classroom. It was further highlighted in the table that variation in target language, dialect, stuttering, and application of grammar rules were the problems which created frequent hindrance to the respondents during listening practice, while problem of dialect sometimes existed in the process of listening. Whereas, listening disabilities and acoustic were never considered a problem by the respondents during listening exercises. In addition, Chung (1998) investigated the English-as-a-Foreign-Language (EFL) listening comprehension strategies used by university students in Taiwan. The subjects, 51 freshmen at National Yunlin University of Science and Technology with a low-intermediate level of English language skills. It was found that most of the students had difficulty in understanding specific information. It was marked by percentages 70% than other indicators of listening. Furthermore, Brian (2005) investigated the students difficulty in understanding live listening (movie). He found that mostly problem was on context of comprehension, they are often themselves unaware of inaccurate sound perception. Practice with pronunciation will assist learners in identifying the sounds they are hearing. It was clearly identified that they could not understand accurately the spoken language aim. The last, Fred (2001) found that students could not understand fast, natural native speech Learners will often ask you to slow down and speak clearlyby which they mean pronounce each word the way it would sound in isolation; and the temptation is to do as they ask. They should be exposed to as much spontaneous informal talk as they can successfully understand as soon as possible; and it is worth taking the time to explain to them why. METHOD OF THE RESEARCH In doing this research, the researcher conducted survey research designs. Creswell (2005:354) states that survey research designs are procedures in quantitative research in which investigation administer a survey to a sample or to the entire population of people in other to describe the attitudes, opinions, behaviors, or characteristics of population. The purpose of survey designs was as a program evaluation in this research. So, this research was a study type to application the methodology. The survey design has two kinds; the first is at one point in time (cross-sectional), and the second, study over time (longitudinal). However, the researcher conducts at one point in time (cross-sectional). Creswell (2005:355) states that cross- sectional designs consist of particularly type that matches to this research is related to program evaluation. Program evaluation is a survey that provides useful information to decision makers. In this study, the performance of the students ability to listen the English movie trailer will be reported to the 2nd semester of the English Department of Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru. In this research, the researcher has used quantitative research. According to Creswell (2005:39) A quantitative research is a type of educational research in which the researcher decides what to study, asks specific, narrow questions, collects numeric

(numbered) data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. It means that quantitative research is the research where the researcher uses statistic numeric to analyze the data. In this research, the researcher has used survey design as quantitative research to identify and to find out the students listening comprehension of English movie trailer. Creswell (2005:183) states that: Descriptive statistic will help you summarize the overall trends or tendencies in your data. Provide insight into where one score might be, and provide insight into where one score stands in comparison with others. These three ideas from descriptive statistic are the central, tendency, variability, and relative standing. That is mean descriptive statistic can use in analyzing data statically, and the data will gain from test. Population The population was the subject of this research. In this research, the population was the regular class of the 2nd semester students of English Education Department of Faculty of Teachers Training and Education University of Lancang Kuning Pekanbaru in academic year 2011/2012. The population of this research consisted of three classes; Class A consists of 30 students, class B consists of 30 students, and class C consists of 35 students so that the total of the population are 90 students. The population of this research can we see in the following: TABLE 1 The Population of the Research No 1 2 3 Classrooms of the Second Semester 2A 2B 2C Total Population 29 32 34 95

Sample The sample of the research was simple random sampling. Creswell (2005:147) states that, In simple random sampling the researcher selects participants (or units, such as schools) for the sample so that any individual has an equal probability of being selected from the population. The intent of simple random sampling is to choose individuals to be sampled that will be representative of the population. According to Creswell, the researcher used the random numbers or lottery to get the sample. Class 2A is 10, class 2B is 10 and class 2C is 10. Therefore, the total of the sample in this research was 30 students of the second year students of English Education Department of Faculty of Teachers Training and Education University of Lancang Kuning Pekanbaru. A further explanation of the sample of the research can we see in the following table.

TABLE 2 The Sample of the Research No Classrooms of the Second Grade Population 1 2A 29 2 2B 32 3 2C 34 Total of the Sample

Sample 10 10 10 30

Setting of the Research This research was carried out at 2nd semester of English Education Department of Faculty of Teachers Training and Education University of Lancang Kuning Pekanbaru. Research Instrument The instrument used in this research was a test. It was quantitative research to answer the research question in this research. It was used to identify the ability of the subject of this research on listening the trailer movie of English. Because of that, the researcher chosen test. The kind of test was multiple-choice. The students were given four movies trailer and each movie had five questions. So, the total of the items was twenty. Also, the researcher was referred to rubric evaluation of the listening lecturer at English Education Department of FKIP UNILAK Pekanbaru to identify the students listening comprehension of the English movie trailer. It can be seen as follows:

No 1 2 3 4

Table 3 Score Categories Value Range of Score Number Letter 80 100 4 A 66 79 3 B 56 65 2 C 55 1 D

Level Very Good Good Fair Poor

Technique of Collecting Data The researcher used test to get the data about the students listening comprehension of the English movie trailer. The test was designed as a listening to the English trailer movie. It was 4 trailer movies, each of trailer movie have 5 questions. The total was 20 questions multiple-choice. Every question was scored 5, it the total correct answer was scored 100. The clear blueprint of the test was mentioned in the following table:

Table 4 Indicator of the Test No 1 2 3 4 5 Indicators Item Numbers Score Peritems 5 5 5 5 5 Total 20 20 20 20 20 100

Details 2, 8, 14, and 17 Idiomatic Expressions 5, 10, 13, and 16 Suggestion 1, 6, 12, and 18 Assumption 4, 7, 11, and 19 Prediction 3, 9, 15, and 20 Total Score

Technique of Analysis Data The data obtained from the test was computed in order to obtain the students scores in listening to trailer movie of English. The data was analyzed with quantitative data by using formula descriptive statistics as in the following diagram: Descriptive Statistics

Central Tedency

Variability

Relative Standing

Mean Median Mode

Variance Standard Deviation Range

Z- Score Percentile Ranks

(Creswell, 2005: 182) Mean = Median = the half of all score Mode = the score that most frequently on the list of scores Variance (2 ) =
( )2

Standard Deviation (SD) = Range = Maximum Minimum Z-score =

In descriptive statistic there are three points used. The first step, the researcher analyzes the central tendency. Central tendency is summary numbers that represent a single value in a distribution of scores (Vogt. 1999in Creswell: 183). There are three measure of central tendency, they are expressed as an average score (the mean), the middle of a set of scores (the median), or the most frequently occurring score (the mode). A mean is the total of the scores divide by the numbers of scores. To calculate the mean, the researcher sums all of scores and then divided the sum by the number of scores. The median is the middle score among all scores, and divides the score, rank ordered from top to bottom, in half. The mode is the score that appears most frequently in a list of scores. The next step was variability; variability indicated the spread of the scores in distribution of scores in a distribution. Range, variance, and standard deviation all indicate the amount of variability in a distribution of scores. Range of scores is the difference between the highest and the lowest scores to items on an instrument. The variance was indicated the dispersion of scores around the mean. Standard deviation provided useful information, and we look on it as an indicator of the dispersion or spread of the score. The last step was relative standing, relative standing is statistic that describe one score relative to a group of score. Two frequently uses statistics are percentile rank and Z score. A percentile rank of a particular score is the percentage of participants in the distribution with scores at or below a particular. A z score is a popular form of the standard score, and it has a mean of zero and a standard deviation of one. This research displayed the data for program evaluation data analysis. The data gather from test was analyzed in terms of the descriptive statistics. Then, the descriptive statistics analysis of the data was used to support and provide more detailed descriptions of the students listening comprehension of English movie trailer. FINDINGS The researcher has done the test to 30 students at the second semester students of English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru on June, 20th 2012 to find out the students listening comprehension of English movie trailer. The test has been given to answer the research question in this research. The question was How is the students listening comprehension of English movie trailer at English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru?. In order to answer this question, the researcher gave multiple-choice for test. The kind of test was listened the four English movies trailer. Each movie trailer has five questions. So, the test consisted of 20 items. After giving the test, the researcher calculated the score of the students from individual correct answer. The more the correct answer they made, the higher their scores would be. On the other hand, the fewer the correct answer they made, the lower their scores would be. Based on the table above, it can be seen the ability of the students in comprehending the English movie trailer. The ability of the second semester students of the English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru in comprehending the English movie trailer can be generally categorized into poor. Table 4.1 above shows that the total of the students scores in comprehend the English movie trailer test is 1445, mode of the students scores is 70, median of the students scores is 50, variance of the students scores is 284.14, and

standard deviation is 17.15. The scores range from a low of 20 to a high of 85, a range of 65 points. The average of mean score of the students listening comprehension of movie trailer is 48.17. DISCUSSION As explained previously, this research was carried out in three classes and the samples of the research were 30 students. This research was conducted at second semester students of the English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru. The classes were chosen due to listening comprehension problems. The purpose of this research was to identify the Students Listening Comprehension of English Movie Trailer. In accordance with the data analysis done during this research, the researcher found that the Students Listening Comprehension of English Movie Trailer is on poor categories. Based on the presentation and analysis of the research data above, the finding of the whole participants (30 students) led the researcher to infer that the ability of the second semester students of English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru in comprehending to listen the English movie trailer was categorized into poor. The data gained was analyzed by using descriptive statistic to found the sum, mode, median, mean, variance, standard deviation (SD), z-score and range. The sum used to find the calculation of the students raw score. The total of the students scores in analytical exposition text test is 1445. The mode is the score that appears most frequently in a list of scores. It was used when researchers want to know the most common score in an array of scores on a variable. Mode of the students scores is 70. The median is the middle score among all scores. The median score divides the score, rankordered from top to bottom, in half. Median of the students scores is 50. The variance indicates the dispersion of scores around the mean. Variance of the students scores is 284.14. The square root of the variance, the standard deviation (SD), does provide useful information, and we look on it as an indicator of the dispersion or spread of the scores. Standard deviation is 17.15. The range of scores is the difference between the highest and the lowest scores to items on an instrument. The scores range from a low of 20 to a high of 85, a range of 65 points. The mean used to describe responses of all participants to items on an instrument. A mean is the total of the scores divided by the number of scores. The mean gives us an average for all of the scores. The average of mean score of the students listening comprehension of the English movie trailer is 48.17. In other words, the students listening comprehension of the English movie trailer is on poor categories referring to the rubric evaluation of listening course. In detail, students score of each indicator in listening the English movie trailer could be seen below:

No 1 2 3 4 5

Table 5 Students Score of Each Indicator Indicators Correct Answer Score Details 75 62.5 Idiomatic Expressions 34 28.3 Suggestion 57 47.5 Assumption 57 47.5 Prediction 66 55.0 Total 240.8 Mean 48.17

Based on the table, the highest correct answer is details and the lowest is idiomatic expressions. The correct answer of details is 75 and the score is 62.5. Second, the prediction is 66 and the score is 55.0. The third is suggestion and assumption. Suggestion and assumption have same correct answer and score. The correct answer is 57 and the score is 47.5. And the last, idiomatic expressions is 34 and the score is 28.3. So, the most difficult indicator is idiomatic expressions and the easiest indicator is details. Based on the aims of survey design research, the findings of this research have purpose to give information or input for the listening lecturer such as evaluation in teaching especially in comprehending the English movie trailer according to the curriculum target of the English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru. The findings of this research ware hoped to develop the students achievement in learning English especially in comprehending the English movie trailer. The findings of this research can be seen that the mean score of the students comprehension of the English movie trailer is 48.17. In other words, the students ability in comprehending the English movie trailer is categorized into poor. In short, this research aims to dedicate for listening lecturer at the English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru.

Conclusions Based on the data analysis explained in chapter IV, the researcher described some conclusions as in the following: 1. There are 30 students of the second semester students of the English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru who participated in this research. From these 30 students can be seen that the total of the students scores in descriptive test is 1445, mode of the students scores is 70, median of the students score is 50, variance of the students score is 284.14, and standard deviation is 17.15. The scores range from a low of 20 to high of 85, a range of 65 points. 2. The average score of the students listening comprehension of the English movie trailer is 48.17. It means that the students listening comprehension of the English movie trailer is categorized into poor. 3. The researcher concluded that the findings on students listening comprehension of the English movie trailer are categorized into poor.

Suggestions Concerning the above conclusions, it was necessary for the researcher will give some suggestions as in the following: 1. The students of the English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru expected to increase their knowledge, particularly about the students listening comprehension of the English movie trailer. 2. The students should concern on listening the English movie trailer in comprehending listening. 3. The students should do more practice in listening in order to make them easier in listening comprehension and able to understand the information or message in conversation that they listen. 4. The lecturer should be creative and find out some strategies to increase students listening comprehension of the English movie trailer. 5. It also hoped that all findings, conclusions, and suggestions of this research will give a valuable contribution to both lecturer and students especially the students of the second semester at the English Education Department Faculty of Education and Teachers Training Lancang Kuning University Pekanbaru. 6. It is better for the next researchers to take some references in this research to be used in their research.

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