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CHAPTER I

INTRODUCTION

1.1 Background o the problem

Technology has now an important role in teaching because innovative tools and

strategies have emerged, offering teachers different video sources to be

implemented in english foreign language classrooms to develop students listening

comprehension. However, few investigations have been done to study the video

effects on listening comprehension (Ogasawara, 1994). According to this, we

wanted to know the effects that the use of video materials produced in the

development of listening skills in an english foreign language classroom. Today,

individual learners can, in addition to interacting with computer-generated text and

graphics, control combinations of analog and digital sound and images. Arranging

these combined media into intelligent, pedagogically-driven material is a challenge

to materials developers. Effectively integrating the technology into language

learning contexts represents a challenge for language teaching professionals. A

critical step in accomplishing these goals is careful examination of the technology's

features in light of the needs, goals, and processes of language learning. The

following discussion is an attempt to focus attention on the multi modal features of

the technology that can interact with the development of listening skills in a second

or foreign language.

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In daily communication especially in the teaching-learning process,

listening is the first language skill that should be acquired by students at any

level because there are many topics being heard when people interact one to

another. To listen necessary, so that communication can be understood and

meaningful.

Teachers of English realize that English is difficult subject for Indonesian

student. Based on the writer experience when teaching English, many student’s

have difficulties in studying English, especially in listening. Learning this skill

seems difficult for many student’s and they often find it is hard to understand

the meaning of certain text in their listening experience. Those things can be

described in this activities in the class when studying English. They listen to

English more then they read it.

The difficult language skills is listening because it needs much attention and

comprehension when process of learning is conduction. Rivers (1968:136)

stated that listening comprehension has peculiar problem, which arose from the

fleeting, and the immaterial nature of spoken utterances. Then, the obstacle may

also occur when the learning media of listening is inappropriately used.

Selecting and applying the appropriate media and instruments for the

process of teaching and learning listening is definitely needed. Ideally, the

activities of teaching listening involve the teachers manage and guide the

students in acquiring and understanding the material through conducting

effective media. In addition to the problem found in listening, the students were

also asked about the situation in which they listened in English outside of class.

The students feel more pleasure in listening by form of watching television or

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movie. These lead me to the decision to focus on video or movie as the listening

material in my research. Because, movie is one of audiovisual media; so that

student can listen as well as see the movie the writer prepares movies one of

them is “Kungfu panda 2”. As we know that most students are interested in

watching movie. So the researcher is interested in the title: “Improving Students

Listening Ability through Movie at eight grade students of MTs Nurul Falah

Cadas-Tangerang”. Finally, it is hoped that by using movie in teaching

listening, the aim of teaching that has been planned by teachers and school

achieved.

1.2 Identification of the Problem.

Based on the background above, the writer states the identification of the

problem as follow:

1. Students find the difficult in listening activity to watching movie to

improve student’s listening ability at the eight grade of MTs Nurul

Falah Cadas -Tangerang?

2. Can listening activity through watching movie improve student’s

listening ability at the eight grade of MTs Nurul Falah Cadas-

Tangerang?

1.3 Limitation of the problem

The researcher limits the study how to improve students listening ability

through movie for the class eight at MTs Nurul Falah Cadas-Tangerang.

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1.4. Formulation of the Problem

Based on the background of the above problems, the formulation of

research problems are stated as follow:

1. How is the process of improving students’ listening ability through movie

at the eight grade of MTs Nurul Falah Cadas-Tangerang?

2. How is the result of improving students’ listening ability through movie at

the eight grade of MTs Nurul Falah Cadas-Tangerang?

1.5 The Objectives of the Research

The objective of this research is to know whether any significant listening

can improve students’ listening ability.

1. To find out the process of improving students’ listening ability through

movie at the eight grade of MTs Nurul Falah Cadas-Tangerang.

2. To find out the result of improving students’ listening ability through

movie at the eight grade of MTs Nurul Falah Cadas- Tangerang.

1.6 The Uses of the Research

1.6.1 In theoretical use

Improving students’ listening through movie may be an alternative to improve

students’ listening. And of this research will become an important an input for the

improvement of teaching and learning process.

1.6.2 In practical use

Improving student’s listening ability through movie can be as a contribution

for students’ to improve their listening, for English teacher to use as a technique un

teaching listening, and it can be one of choices in teaching and instructional media.

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1.7 The Scope of the Research

This research will be conducted at the first year of MTs Nurul Falah Cadas-

Tangerang the subject of this research is to students, it is the representative of all

students in the eight class of MTs Nurul Falah Cadas-Tangerang. The writer will

have treatment to improve students’ listening by using listening through movie.

1.8 Operational Definition

1.8.1 The Definition of Listening

According to Harmer (1998:98), listening is a skill and any help we can

give the students in performing that skill will help them to be a better listener.

Moreover, Nunan (1995:18) stated that listening was knowledge which not directly

encoded in word. Then, Vandergrift (2001:1) stated that listening is a tool for

understanding and a key factor in facilitating language learning and it has emerged

as an important comfort in the process of second language acquisition. Other expert

such Hobbs (1977:142) also stated that listening was the oldest language skill

because people begin to be exposed to spoken language in formal and informal

situation.

Brown (2001:249) stated that listening was a psycomotor process of

receiving sound waves through the ear and transmitting nerve impulses the brain.

Then Hobbs (1977:172) stated that listening was knowledge of understanding

spoken words. Then, (1977:142) also stated that listening was the oldest language

skill because the poeple begun to be exposed to spoken language in formal and

informal language.Then, Vandergrift (2000:1) states that listening is a tool for

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understanding and a key factor in facilitating language learning, and it has emerged

as in important component in the process of second language acquisition.

Thus, based on the explanation above the researcher assumes that listening

is a skill that has a role as primary medium for teaching of other language skills. It

mean that the skill of speaking. Reading and writing is taught and transferred to the

students through comprehension of listening of each student.

1.8.2 Teaching Listening Comprehension

River (1965:142), states that in teaching listening comprehension the

teacher can device a sequence of activities which will train the students, the teacher

must understand the nature of the skill. He is setting out to develop. Listening to a

foreign language may be analyzed a involving to level activity, recognition level

and selection level, both of which must be taught. Then, River (1968:146) stated

that the teacher can easily underestimate the difficulties of the students. To the

teacher the comprehension of elementary material is immediate and effortless. The

teacher must try to see the process involved from the studen’s point of view and

provide plenty of practice in hearing well-reashed material while requiring the

abstraction from it of different time thought.

1.8.2 Movie

Azhar Arsad (2002:48) stated that movie is generally used for the purpose

of entertainment amusement, education and documentation they earn to present

importation, process explained explaining complicated concept, teaching skills,

brief or lengthen time and influences characters. Then, Sailing Wen (2003:35)

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stated that film is not simply graphed and animation, but included cover softer

picture and also more life, movie seems life.

1.9 Organization of Paper

In this occasion, the researcher will organize the research paper into some

chapters as follow:

Chapter I will deal with introduction which consists of the background of the

problem, identification of the problem, limitation of the problem, formulation of the

problem, the objective of the research, the uses of the research, operational

definition, and the scope of the research and organization of the paper.

Chapter II includes the supporting theories which consist of the definition of

definition listening, definition movie.

Chapter III consists of research methodology which consists of research method,

research subject, research procedure, data source, data analysis, and data collecting

technique.

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CHAPTER II

THEORITICAL FRAMEWORK

2.1 The Concept of Teaching Listening

2.1.1 Teaching

Hidayat (1995:6) stated that teaching as an operational process of curriculum.

Then, Hasan (1994:51) stated that teaching as the process of transferring the

knowledge and skill to the students through certain technique, method, and media.

Moreover, Hyyrcrivt (1978:6) stated that teaching English should be as varied as

living, and included as many approaches as possible.

Moreover, Sujana (2002:43), states that teaching an interaction process

between teacher and students of integrated to activities. The students learning

activities is as the focus of the teaching process the essence of teaching is as effort

which planed by arranging and preparing the condition that makes the students

enable to do learning activities optimally.

River (1965:142), stated that in teaching listening comprehension the teacher

can device a sequence of activities which will train the students, the teacher must

understand the nature of the skill. He is setting out to develop. Listening to a

foreign language may be analyzed a involving to level activity, recognition level

and selection level, both of which must be taught. Then, River (1968:146) stated

that the teacher can easily underestimate the difficulties of the students. To the

teacher the comprehension of elementary material is immediate and effortless. The

teacher must try to see the process involved from the studen’s point of view and

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provide plenty of practice in hearing well-reashed material while requiring the

abstraction from it of different time thought.

2.1.2 Teaching English as Foreign Language

2.1 Concept of Teaching English as Foreign Language

"Foreign language" as a language which is not the native language of large

numbers of people in a particular country of region, is not used as a medium of

instruction in schools and is not widely used as a medium of communication in

government, media etc. They note that foreign languages are typically taught as

school subjects for the purpose of communicating with foreigners or for reading

printed materials in the language (Richards and Schmidt, 2002: 206).

Teaching English as a foreign language requires the use of effective

learning method. According to Richards and Rodgers (in Brown:48), “Method is an

umbrella term for the specification and interrelation of theory and practice.”

Furthermore they state that virtually all language teaching methods make the

oversimplified assumption that what teachers do in the classroom can be

conventionalized into a set of procedures that fits all contexts. It means that a set of

procedures or the techniques in teaching have an influence to the student’s learning

result.

Among the purposes of foreign language learning are traveling abroad,

communication with native speakers, reading foreign literature or scientific and

technical works. (Richards and Schmidt, 2002: 207).

In short, the researcher concludes that in teaching english as foreign

language teacher take a big part in the classsroom, because teacher as the person

who give knowledge to the students.

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Teaching English as a foreign language requires the use of effective

learning method. According to Richards and Rodgers (in Brown:48), “Method is an

umbrella term for the specification and interrelation of theory and practice.”

Furthermore they state that virtually all language teaching methods make the

oversimplified assumption that what teachers do in the classroom can be

conventionalized into a set of procedures that fits all contexts. It means that a set of

procedures or the techniques in teaching have an influence to the student’s learning

result.

2.2 The Concept of Listening

Harmer (1998:98), listening is a skill and any help we can give the students

in performing that skill will help them to be a better listener. Moreover, Brown

(2001:249) stated that listening was a psycomotor process of receiving sound waves

through the ear and transmitting nerve impulses the brain. Nunan (1995:18) stated

that listening was knowledge which not directly encoded in words.

Then, Vandergrift (2001:1) stated that listening is a tool for understanding

and a key factor in facilitating language learning and it has emerged as an important

comfort in the process of second language acquisition. Other expert such Hobbs

(1977:142) also stated that listening was the oldest language skill because people

begin to be exposed to spoken language in formal and informal situation.

While watching a video, the person is exposed to both audio and visual

inputs; for that reason, this project is based on videos to develop listening skills. To

define listening, Saha (2008) expresses that even though listening and hearing are

related, listening involves an active process, which requires an analysis of sounds,

in contrast to hearing that only perceives sounds in a passive way. In the same way,

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Harmer (2001) expresses that listening is a “receptive skill” where people obtain

the main idea according to what they hear. Besides, Helgesen (cited by Gonzales

Moncada, 2003) supports that listening helps learner to be “flexible listeners”, to

know how to listen in order to get the general idea or the specific information

needed to understand videos.

Similarly, Richard & Rubin (cited by Van Duzer, 1997) argue that

“although listening is a passive skill it is very much an active process of selecting

and interpreting information from auditory and visual clues”. These theoreticians

make a distinction between hearing and listening, in which listening could be

understood as a receptive and passive skill, where the role of the listener is to

understand the message rather than just perceiving sounds as hearing does, making

listening an active process.

Thus, based on the explanation above the researcher assumes that listening

is a skill that has a role as primary medium for teaching of other language skills. It

means that the skill of writing, reading,and speaking is taught and transferred to the

student trough the comprehension of listening of each student.

2.3 Listening Material and Exercise

Listening as a skill may be extremely similar to reading, but the next the

listener has to deal with is considerably different from the written one.

Before listening conducting listening material, the teacher should select the

appropriate material for its level (beginner, intermediate, or advanced). Accorning

to Harmer (1988:98) and Rivers (1968:148) that there are some listening material

that would be appropriate for Junior high school student (intermediate level) such

as: short dialogue or conversation, stories (fiction or nonfiction), literary extract

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such plays and poem, new broadcast, songs, movie,announcements, telephone

exchange, interview, and radio program.

Those listening materials should be applied to the students based on their

competencies in listening. It means that the above materials should be taught to the

students based on their capability in English, whether they are slow, medium, or

accelerated students.

Then Allen and Campell (1972:142) stated that planning listening exercise

should be applied for specific English sound and for specific aspect of english

gramar of a particular studentss group known to you. Moreover, the following some

designs of listening exercise that would be appropriate for students at junior high

school (intemediate level) according to rivers (1968:152).

The first design of listening exercise is identification. This design can be in

the form of short-phrase discrimination, listening to dialogues already learned,

identification of phrases and statement from reading material studied, and games

involving identification of words and phrases heard.

The second of listening exercise is identification and selection without

retention. This design can in the form of listening to variations of dialogues already

learned, listening to the retelling with variation of reading material already studied,

listening to the lesson from teacher with some interesting background facts or news

items, listening to dramatic reading of stories, which contain a great deal of

concersation, and listening to group conversation prepared by two or three students.

The third design is identification and guided selection. This design can be in

the form of true false question from variation of dialogues or reading material

studied, multiple-choice answer to question given orally, listening to foreign

Monolog

Aural Text

Plannel

Dialogue

Unplannel Interpersonal Transaction

Unfamiliar Familiar

Figure 2.1 The Type of Aural Text

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language films, the students guess, the name of a person or place described by the

teacher or another student, and completion of sentence of given orally.

The last design is identification, selection,and retention. In this design, the

student is expected to be able to tell in his own words in the foreign language what

he has heard.

2.4 The types of Listening Text

Defining the different types of listening text will make the teacher consider

deffirent purposes in conducting his/her teaching and learning process of listening.

As Brown (2001:250) stated that the forms of spoken language were important to

incorporate inti language course, especially in teaching listening. In line with that,

the following are the types of listening (aural) text.

Adapted to Nunan (1995:21)

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Monologue means the speaker uses spoken language for any length of time,

as in speeches, lectures, and the like, and the hearer must process without

interruption. Monologue text is divided into two forms such as planned Monologue

and unplanned Monologue. Planned Monologue (such as speeches or lectures)

usually manifest little redundancy and relatively difficult to comprehend. On the

other hand, unplanned Monologue (such as story in conversation) exhibits more

redundancy, which make easy in comprehension.

Dialogue involves the interaction of two or more speaker. It is divided into

interpersonal dialogue and transactional dialogue. Interpersonal dialogue means the

exchange that promotes social relationship. In contrary, transactional dialogue has

the purpose to convey prepositional or factual information.

In interpersonal dialogue, moreover, it is divided into unfamiliar

interpersonal dialogue.Unfamiliar interpersonal dialogue is made more explicit to

assure effective comprehension, and when such referencesare not explicit,

misunderstanding can easily follow. In familiar interpersonal dialogue, however,it

will produce conversations with more assumption, implication and other hidden

meaning.

2.5 The Teaching Listening Process

Listening is half of oral communication and it is a skill that needs to be

practiced and taken equally as seriously as speaking and writing. Listening process

is not only receiving sound waves through the ears but also ending nerve impulses

to the brain. According to Blake (1994:145), a person goes through from the time

sounds are heard in the environment to the conversation of these sounds into

meaningful information by the brain.

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There are five steps of listening process: receiving, understanding, responding,

remembering and evaluating (A. Kline, 1996:12)

a. Receiving

Unlike hearing, listening starts with talking messages from the speakers.

They can be verbal or non-verbal. At this step the listeners select necessary

or interesting messages for him.

b. Understanding

The purpose of listening is to understand what does the speaker mean.

Thoughts and emotional tone like that showing joy, anger, or sorrow are

included in this step. Understanding happens gradually a the brain take

more and more informations. And when understanding increases,. It

becomes easier for the listener to give careful thought, to contrite, to avoid

noises coming from outside.

c. Responding

There are two stages of responding.

3 Non-verbal responses given by the listeners while the speaker is talking. For

exams, nodding the head, pointing your hand or clapping your hands which

show that the listener is attending to the message.

4 Responses given after the speaker has stopped talking. For example expression

of clarification, expression of agreement or disagreement.

d. Remembering

Listeners need to retain the messages hat have been received. What he

remembers is not what the speaker said, but what he thinks the speaker said.

It means that the listener cannot simply reproduce what the speaker said in

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his memory. Memory is not reproductive but reconstructive. Listener

rebuilds the messages that make sense to him.

e. Evaluating

This step involves understanding the speaker’s point of view,

distinguishing facts from inferences and opinions, identifying any biases,

self interest and prejudice. At this step, the listener uses his own biases and

prejudices which will influence his judgment.

2.6 The problem of teaching listening

It cannot be denied that there are many factors influence in the teaching of

language skills. In line with that, Nunan (1995:25) states several factors thta

influence the teaching of listening.

The first factor is the organization of information. It means that the text in

which the order of information is presented in the chronological sequence of

real life is easier than the text in which the information is presented out of

sequence.

The second factor is the familiarity of the topic. It means that the topic,

which is familiar to the student will be easier to be comprehended than the

unfaniliarity one. The text factor is the explicitness and sufficiency of the

information. The student will be difficult to comprehend the information of the

text or topic, whenever they are asked to comprehend the information from the

complicated topic or text.

Another factor is the use of referring expression. The use of referring

expression such pronouns make the text more difficult than the complete noun

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phrase referent. The last factor that also makes listening difficult is whether the

text described static relationship such a road accident.

Meanwhile, the following are some problem of teaching listening that

usually faced by the learner according to Brown (2001:252-254):

1) Clustering

Clustering means we should break down speech into smaller groups of

words. In teaching listening skill, thus, the teacher needs to help student

to pick out manageable clusture of words (a whole sentence or even

several sentence).

2) Redundancy

Spoken language has great deal of redundancy. It means includes

reprasing, repetition, elaboration, and tittle insertion of “I mean” and

“you know.” Redundancy helps the hearer to process meaning by

offering more time and extra information.

3) Reduced Forms

Redused forms can be phonological (“she is singin” for “she is

singing”), morphological (contractions like “I’II”), syntatic ellepticall

forms like “when will you be back?” (“May be tomorrow”), pragmatic

(“mom! Phone?”).

4) Performance Variables

Performance variable include hesitations, false stars, pauses, and

corrections. In everyday causal speech, it commonly contains

ungrammatical forms.

5) Colloquial language

Colloquial language includes idioms, slang, reduced forms, and cultural

language that manifest in conversation. Colloquialism appears in both

monolinguals and dialogues.

6) Rate of delivery

Learners needs to be able to comprehend language delivered at varying

rates of speed, times, and delivered with view pauses.

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7) Sress, rhythm, intonation

Sress, rhythm, intonation, are very significant not just for interpreting

elements such as question, statement, and emphasus, but for

understanding more about the massages like sarcasms, solication,

praise,etc.

8) Interaction

Learn to listen means learn to respond and continue a chain of listening

and responding. Thus, the student needs to understand that good

listeners are good responders.

2.1.2 The Concept of Movie

According to Azhar Arsad (2002:48) stated that movie is generally used for

the purpose of entertainment amusement, education and documentation they earn to

present importation, process explained explaining complicated concept, teaching

skills, brief or lengthen time and influences characters. Then, Sailing Wen

(2003:35) stated that film is not simply graphed and animation, but included cover

softer picture and also more life, movie seems life. Movies also vary to penetrate

time and room, get us conducive experience that seems life.

Moreever, Wawan Kusnadi (1996:40) states that movie usually have two

aspect that is hardware and software. Two technological peripheral of movie so

called above, have indicated that attendance of movie always have functional and

formative dimension in its execution. Very clear assist human being in exploiting

result of movie masterpiece for the sake of and kindliness of people.

Thus, based on the expalnation above, the writer assumes that movie can

give stategic study room to process study English student and child. Advantages of

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existence of movie can equip experiences of base of student when they read,

discussing, practice, etc.

2.1.4 The Procedure of Listening through Movie

The researcher then put forwards some procedures of teaching

listening comprehension through movie as follows:

1. Introducing a new movie

2.

2.1.5 Advantages of movie

3. Movie or video can completed the basic experience from the student when

they read, discussion, practice, etc. Movie is natural change and can show

the object as normally cannot see, such as the way of heart when to throb.

4. Movie or video can showing the way of exact process which can watch

repeated if it need. Example, the step and the correct way of “wudhu”.

5. Beside supporting and improving motivation, movie and video give a

good point. For example, movie about healthy which present the process

of disease “diare”, or either can make the student to be aware of the

important cleanliness.

6. Movie or video have a positive side, and the student can interact to discuss

it. Moreover, Movie or video as a motto can bring the world into the class.

7. Movie or video can present the danger event if we seeing directly as the

lava of volcano or the attitude of wild animals.

8. Movie or video can showed big group or small group, heterogamette

group, or individually.

With the ability and technique of taking picture frame by frame,

movie in normally speeds have a week of time can showing in one

or two minutes.

2.1.6 The Limitation

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1. The generally, film and video need expencive cost and many times.

2. When the film showed, the picture move quickly, and students can not

follow the information which wills delivery through movie.

Film and video which not always suitable with the need and the aim of

learning which we want except fil and video planed and produce especially

for needed itself.

2.2 The Previous Study

Teaching Listening through movie ( At the second grade of SMA Al-

Husen Tunjung Teja ) By Fuzi Amelia ( 020578 ).

In this research, the writer used quasi experemental research

design. The writer gave pre-test and post-test to the students. The sample of the

research is the XI Grade Science Students of SMA Al-Husen which consist of

40 students.

In order to know weather the instrument are reliable or not, the

writer used iter-rater reliability. Based on the r-table for 40 students at 0, 05

level of significant (0,312) those test are reliable since the result are higher

than 0,321. The reliability of pre-test 1 is 0,97, reliability of pre-test 2 is 0,92,

reliability of pre-test 3 is 0,98, reliability of post-test 1 is 0,93, reliability of

post-test 2 is 0,94, reliability of post-test 3 is 0,98.

The result of the research, the t-test 1 is 5, 64, t-test 2 is 6, 21, t-

test 3 is 7,36. The T-table in 0,05 significant level by using 30,9 degreeof

freedom is known 1,70, so, all the result are higher that t-table. In the

conclusion there is an improvement of students listening comprehension

through movie.

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It showed that t-tests were higher than t-table it means that the

alternative hypothesis ( Ha ) could be accepted. In other word, there was

significant improvement on the students’ reading comprehension through

metacognitive strategies at the second grade of SMPN 5 Serang.

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research Methodology

The researcher will conduct Classroom Action Research (CAR) as a

research methodology because the researcher will do the improvement on

students’ listening ability through movie. According to Kemmish (Cited in

Hopkins, 1993:45), he writes that action research is about systematic study at

attempts to improve educational practice by groups of participants by means of

their own practical action and by means of their own reflection upon the effects

of those actions.

So, the Classroom Action Research is a specific process for problem

solving, verification, and discovery. The process works best through

cooperation and collaboration. This research will conduct in the micro scale

because it happened in the classroom when the teaching learning process of

listening and the situation the classroom while doing the research as the

reflection for measure of result research.

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The Action Research Spiral

1. Plan

In this step the researcher explain about what, why, when,

where by whom and how this action done.

2. Acting

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The executions which constitute the implementation or

content application of planning, is used action in classroom.

3. Observing

Observation activity which is done by observer actually is

not exactly if the observer is separated with the application

of the activity because observation should be done in the

time of the action is doing. Therefore, both of them held in

the same time.

4. Reflection

Constitute the activity to convey again what are doing.

3.2 Research Subject

This writer will conduct the research at MTs Nurul Falah Cadas - Tangerang.

The writer finds her own class VIII. It consists of 40 students.

3.3 Research Procedure

There are some procedures of the research, the researcher will survey at the

school and are looking from problem there. Unfortunately students need an

improvement in teaching learning process to get insight the best score of listening

through movie. Therefore the researcher takes CAR as the research for their

improvement in listening to through movie. The model of CAR that the researcher

uses in this research is Kemmis model.

The design in this research of 2 cycles which is related each other and

continuity. There are four activities in this design, namely: planning, action,

observation and reflection. CAR cycle in this research is described in a spiral from

which is adopted from Kemmish and Mc. Teggart (Hopkins, 1993: 48).

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Table 3.3

Class Action Cycle (Hopkins, 1993: 48)

Cycle 1 Planning,

identification of the

problem and

determining the

alternative to solve

the problem

Plan the lesson of the material.- Prepare the material of listening xcomprehension.- Develop the material of listening xcomprehension.- Development the format of

xobservation.

Acting a. - Give the material of listening xcomprehension

b. - Apply action based on lesson plan xabout listening comprehension

c. - Do evaluation in form of

observation

Observing a. Do the observation

b. Evaluation the observation

Reflecting Do evaluation of acting 1

The success of indicator on cycle 1 Getting information in a movie form of the functional text information or entertain.

Responding to a variety

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of information in a movie.

The student’s give their respond that listening ability information or entertain through movie.

Cycle 2 Planning revised

plan

a. Plan based on cycle 1 but

different material

b. Prepare the material of

listening through movie.

c. Develop the material of

listening through movie based

on the lesson plan

Acting a. Give the material of listening

through movie.

d. Apply action 2 based on

lesson plan about listening

through movie.

b. Do evaluation in form of

observation

Observing a. Do the observation

b. Evaluation the observation

Reflecting Do evaluation of acting 2

The success of indicator 0n cycle 2 Getting information in

a short form listening

through movie.

Responding to a variety

of information in a

short from listening

through movie.

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3.4 Data Collecting Technique

3.5.1 Observations

Many questions require some types of direct observation of teaching and

students’ behavior. There are several ways to collect information through

observation. One popular ways is for the teacher to task a colleague to observe

classroom interaction and collect needed information (Richard, 2004:511).

Observation is one of the instruments that will use in this research in order to

know the students’ activity in teaching learning process. The observation will

be filled by the observer or teachers’ colleague.

3.5.2 Test

According to Donald et al (1998: 173) tests are valuable measuring

instrument for educational research. The researcher will use pretest and

posttest at the end of each cycle in this research to measure of students’

listening ability and it is relevance to get a data from students.

3.5.3 Documentation

Denscombe (2000: 159), mentions that documentation is a technique of to

collect the data which takes from the visual sources (pictures) and even audio

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visual (video). In this research, the researcher will use digital camera for

recording the activities into a photo image.

3.6 Research Instrument

1. Test

The researcher will use a test method to collect the data and there were

two tests use in this research as follow:

a). Pre-test

Pre-test will use to know the students achievement in listening

comprehension before the implementation of cycle.

b). Post-test

Post-test will use to know the students achievement in listening

comprehension after the implementation of cycle.

In this research, the test that gave to the students was in the form of

multiple choices.

2. Observation sheet

It use to note finding and improvement during action step in each cycle.

The guideline of the observation sheet encompassed:

a.) Observation towards teaching learning process.

(i) Observed teacher’s way of teaching.

(ii) Observed students’ way of learning.

(iii) Observed teacher’s way to solve the problem or the difficulties

of students.

b.) Observation towards teacher’s responses.

c.) Observation towards the students’ responses.

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d.) Observation towards difficulties.

(i) Observed students’ difficulties in listening comprehension class.

(ii) Observed the way students solve the difficulties.

e). Observation towards situation and conditions of teaching and

learning process.

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3.7 Data analysis

3.7.1 Data Analysis Technique

In this research, the researcher uses qualitative data analysis from Miles

Hubarman (1994:10) analysis as consisting of three current flows of activity: data

reduction, data display and conclusion drawing/verification.

1. Data Reduction

The researcher will collect all the data use the data instrument then

classified based on the focus of problem in order to get the main data

for next step data collecting.

2. Data Display

After having data reduction, the researcher will choose the data that

important for the research.

3. Conclusion drawing/verification

The last step that will be used in analyze data is conclusion. In this

step the researcher will make the conclusion of data in order will be

easier to understand.

In this research, the writer uses data redactor to collect all data of

observations and test and summarize it. After has data reduction, choosing the

important data and make into short description. The last is verification or

conclusion drawing. All of the steps make data more organize and the researcher

and other to be easier understand.

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3.7. Quantitative Data Analysis Technique

The writer uses some formula to find out the improving students’ listening

ability through movie.

1. To find out the mean score of pre-test and post-test, the researcher

calculated the average score by using the formula as follow

X = X

n

Where:X = mean score

∑ X = the sum of all scores

n = the total of number of subject

(Gay, 1996:36)

2. Percentage of students frequency

The writer will calculate the percentage of students’ frequency by using

formula as follow:

P = f x 100%

N

Where: P = Percentage

f = frequency

N = total number of students

(Hatch and Farhady, 1981:46)

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Score interpretation:

Score 0% - 20% = Very Low

Score 21%- 40% = Low

Score 41% - 60% = Average

Score 61% - 80% = High Enough

Score 81% -100% = High

(Riduwan, 2009)

The researchers compare average score of pre-test and post-test, if the

average score of post-test has improvement in three cycles, the hypothesis is

accepted.

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REFFERENCES

Browen, H. D. 2001. Teaching By Principles : An Interactive Approach to

Language Pedagogy. New York: Adison Wesley Longman. Inc

Harmer.J. 1988. How to teach english : an introduction to the practice english

language teaching essex : addison wesley longman limited.

Harmer.J.2007. How to teach english : new edition. Pearson Longman.

Harmer.J. 1983. The practice of english language teaching. London and Newyork :

Longman

Hague, E, and Fahrady Hussein, 1982. Research design and for applied Linguistics.

Massachussest. Hewburry House.

Hatch, Evelyn and Farhady, Hossein, 1982. Research Design Statistics For

Applied Linguistic. Los Angeles: Newbury House Publisher, Inc

Haycraft. S. 1995. An Introduction To English Language Teaching. London: Longman Group limitted.

Hidayat, S. 1978. Diktat Kuliah. Dasar-dasar Pembinaan dan Pengembangan Kurikulum. Serang: FKIP UNTIRTA.

Kemmis, D & McTaggart, R. (eds). 1990. The Action Research Reader. Victoria: Deakin University.

Lado, robert. 1959. Language testing.longman

Nation, I.S.P & Newton. J. 2009. Teaching ESL/EFL listening and Speaking.

Newyork and London : Routledge, Taylor & Francis Group.

Nunan, David. 1992. Designing Task for the Communicative Classroom.

Cambridge university press.

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River, W. M. 1968. Teaching Foreign language Skills. Chicago: The University of

Chicago Press.

Vandergrift. L.2002. listening learner and practice in modern foreign language

competence.

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Pretest

Listen the story (movie) carefully

Then, retell the movie using your own words

In form of paragraph

Posttest

Listen and watch the story of movie carefully

Then, retell the movie using your own words

In form of paragraph consist of 100 words or more

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By watching these videos you will:

a) Learn real English vocabulary, as spoken by real native speakers. You will learn English words and phrases that are used in real-life situations

b) Practice and improve your listening skills and comprehension skills

c) Learn proper pronunciation

d) Learn useful English language expressions as well as phrases for conversation

e) Feel that learning English can be fun!

Teaching Listening

Listening skills are vital for your learners. Of the 'four skills,' listening is by far the most frequently used. Listening and speaking are often taught together, but beginners, especially non-literate ones, should be given more listening than speaking practice. It's important to speak as close to natural speed as possible, although with beginners some slowing is usually necessary. Without reducing your speaking speed, you can make your language easier to comprehend by simplifying your vocabulary, using shorter sentences, and increasing the number and length of pauses in your speech.

There are many types of listening activities. Those that don't require learners to produce language in response are easier than those that do. Learners can be asked to physically respond to a command (for example, "please open the door"), select an appropriate picture or object, circle the correct letter or word on a worksheet, draw a route on a map, or fill in a chart as they listen. It's more difficult to repeat back what was heard, translate into the native language, take notes, make an outline, or answer comprehension questions. To add more challenge, learners can continue a story text, solve a problem, perform a similar task with a classmate after listening to a model (for example, order a cake from a bakery), or participate in real-time conversation.

Good listening lessons go beyond the listening task itself with related activities before and after the listening. Here is the basic structure:

Before ListeningPrepare your learners by introducing the topic and finding out what they already know about it. A good way to do this is to have a brainstorming session and some discussion questions related to the topic. Then provide any necessary background information and new vocabulary they will need for the listening activity.

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During ListeningBe specific about what students need to listen for. They can listen for selective details or general content, or for an emotional tone such as happy, surprised, or angry. If they are not marking answers or otherwise responding while listening, tell them ahead of time what will be required afterward.

After ListeningFinish with an activity to extend the topic and help students remember new vocabulary. This could be a discussion group, craft project, writing task, game, etc.

The following ideas will help make your listening activities successful.

NoiseReduce distractions and noise during the listening segment. You may need to close doors or windows or ask children in the room to be quiet for a few minutes.

EquipmentIf you are using a cassette player, make sure it produces acceptable sound quality. A counter on the machine will aid tremendously in cueing up tapes. Bring extra batteries or an extension cord with you.

RepetitionRead or play the text a total of 2-3 times. Tell students in advance you will repeat it. This will reduce their anxiety about not catching it all the first time. You can also ask them to listen for different information each time through.

ContentUnless your text is merely a list of items, talk about the content as well as specific language used. The material should be interesting and appropriate for your class level in topic, speed, and vocabulary. You may need to explain reductions (like 'gonna' for 'going to') and fillers (like 'um' or 'uh-huh').

Recording Your Own TapeWrite appropriate text (or use something from your textbook) and have another English speaker read it onto tape. Copy the recording three times so you don't need to rewind. The reader should not simply read three times, because students want to hear exact repetition of the pronunciation, intonation, and pace, not just the words.

VideoYou can play a video clip with the sound off and ask students to make predictions about what dialog is taking place. Then play it again with sound and discuss why they were right or wrong in their predictions. You can also play the sound without the video first, and show the video after students have guessed what is going on.

HomeworkGive students a listening task to do between classes. Encourage them to listen to public announcements in airports, bus stations, supermarkets, etc. and try to write down what they heard. Tell them the telephone number of a

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cinema and ask them to write down the playing times of a specific movie. Give them a tape recording of yourself with questions, dictation, or a worksheet to complete.

Look for listening activities in the Activities and Lesson Materials sections of this guide. If your learners can use a computer with internet access and headphones or speakers, you may direct them toward the following listening practice sites. You could also assign specific activities from these sites as homework. Teach new vocabulary ahead of time if necessary.

Randall's ESL Cyber Listening Lab Around 140 listening clips and quizzes for students to access online; categorized into four difficulty levels, but activities marked 'easy' may be too difficult for beginners due to unfamiliar vocabulary; many include pre- and post-listening exercises; requires audio software such as RealPlayer (free) or optional interactive software like Divace.

The English Listening Lounge Thirty free listening clips categorized into three difficulty levels for students to access online; more available with membership; requires audio software such as RealPlayer (free).