TEACHING LISTENING SKILL THROUGH WATCHING ENGLISH MOVIE (A Pre-Experiment Study at The Ninth Grade Students of SMPN 6 Darangdan)
A RESEARCH PAPER Submitted into English Education Programme in partial fulfillment of the requirements for the Sarjana Pendidikan Degree
Arranged By: ________________________________
ENGLISH EDUCATION PROGRAMME SEKOLAH TINGGI KEGURUAN DAN ILMU KEPENDIDIKAN
STKIP SUBANG 2009
WATCHING ENGLISH MOVIES TO IMPROVE STUDENTS’ LISTENING SKILL (A Pre-Experiment Study at The Ninth Grade Students of SMPN 6 Darangdan)
By: ____________________________
Supervisor I
Supervisor II
______________________
______________________
Approved by:
Chief of STKIP - Subang
Head of English Education Study Programme
______________________
______________________
To my parent who taught me to be more patient
“The best lesson is the abstruction in living that has exceeded successful with resulteness, soul and accurately”
PREPACE
Alhamdulillahi rabbil „alamin, by the grace of Allah SWT who has given his most generous motivation to the writer to complete this paper entitled “Watching English Movies To Improve Students‟ Listening Skill to the ninth grade students of SMPN 6 Darangdan Purwakarta.” In her study, the writer has tried to focus on using the teaching aids, this is English movies to help students easy to choose the dialy English expression correctly by listening to the movies. The aims of writing this paper are: firstly, to fulfill one of the requirements for the Sarjana Pendidikan examination; secondly, to offer some of the possible teaching techniques of teaching listening. The writer is aware of her weakness that paper is far from perfect, therefore, she would greatly appreciate all comment, criticism and meaningful and helpful suggestion. Finally the writer hopes that her writing will be useful particularly to the writer helpself and generally to the readers who are interested in this field of study.
Purwakarta, February 2009 The Writer
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ACKNOWLEDGEMENT Alhamdulillah, I have succedded in finishing this study, which has been greatly improved by comments, corrections, guidance and ideas of many peoples. It is hard to even begin to acknowledge personally all those who have had an impact on my life and study during the making of this paper. In this occasion, the writer would like to express her sincerest thanks to the following person: 1. Her beloved father, mother and daughters for their prayer, support and encouragement to her to finish her study. 2. ______________________. Her supervisor who has given the writer his valuable guidance, advice and help during the process of writing this paper. 3. ______________________. Her supervisor who has given the writer his valuable guidance, advice and help during the process of writing this paper. 4. ______________________. Dean of STKIP – Subang. 5. Head of the English Departement of STKIP – Subang. 6. Cahya Andriani, S.Pd. Headmaster of SMPN 6 Darangdan, for allowing her to do the research there. 7. The ninth grade students of SMPN 6 Darangdan. 8. Syarif Hidayat her beloved husben, for attention and support. 9. Bambang Sudjoko, A.Ma. Headmaster of SDN 3 Mekarsari where I work. All in all, her greatest and deepst debt is to Allah SWT, whose guidance has enabled her to complete her study. May Allah SWT bless you all. Amin yaa robbal „alamin.
Purwakarta, February 2009 The Writer
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ABSTRACT The title of the research is “Watching English Movies To Improve Students‟ Listening Skill The aims of the research is to know whether listening to the English movies can improve students‟ listening skill. The study is oriented towards: 1) to find out the use of English movies as media can increase students‟ listening skill, 2) to find out English movies can improve the students‟ mastery of English listening skill, and 3) to find out using English movies in improving students‟ listening skill significant. In order to achieve the aim of research, the writer used Pre-Experimental method. Pre-experimental design are not really considered model experiments because they do not account for extraneous variable which may have influenced the results. In this study, the writer took the students of SMP Negeri 6 Darangdan as population. The samples would be the ninth grade students. There were three classes and the writer took twenty students randomly from them as the sample by lottere. The data needed was taken from a test. The test is used to identify the students‟ achievement. The test is objective test. In the term pairing items consist of 10 items. After observing the data, that is the score of pre-test and post test. The writer calculating the mark of t-value and at least gives the interpretation of the calculation. Data : The scores of pre-test and post test. Analysing Data : The writer count the value of t, the formula used was: M1 – M2 t = Sd12 Sd22 (Burns, 1995:140) + N1 N2 The writer used two groups as the sample, each group consists of 20 students, and the degree of freedom (df) is 19 for each group. Since the two groups were chosen as representative subjects. The total df {(Ne-1) + }Nc-1) is 38. The t-observation is 5.894. This t-observation greater than t-critical (5.894> 1.684). Consequently, it is quite safe to reject the null hypothesis. It means that the two groups have different scores on the post-test, and the difference is statistically significant. So, this fact support the claim that students who were taught listening by using English movies get better scores than those were taught conventionally. The experimental teaching program can improve the students‟ listening skill effectively (227%) from that what they got in the pre-test, while control group can improve the students‟ listening skill less than the experimental group (155%). The conclusion of this research is listen to the English movies contributes the improvement of students‟ listening skill, makes English lesson live, make change from the of teacher and text book, helps the students feedback has been very positive and they are enjoying the benefit of English movies, so listening practice becomes more effective. The writer would like propose her suggestion that teachers should try to use English movie in listening lesson, because watching English movie is one type of listening experience that is interesting.
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TABLE OF CONTENTS
PREPACE ...........................................................................................................
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ACKNOWLEDGEMENT ..................................................................................
ii
ABSTRACT ........................................................................................................ iii TABLE OF CONTENTS .................................................................................... iv CHAPTER I
CHAPTER II
INTRODUCTION ................................................................
1
1.1 BACKGROUND OF THE PROBLEM ..........................
1
1.2 REASON FOR CHOOSING TOPIC ..............................
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1.3 LIMITATION OF THE STUDY.....................................
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1.4 RESEARCH PROBLEM ................................................
5
1.5 HYPOTHESIS .................................................................
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1.6 AIM OF THE STUDY ....................................................
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1.7 POPULATION AND SAMPLES OF RESEARCH .......
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1.8 METHOD AND PROCEDURE OF THE RESEARCH .
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1.9 ORGANIZATION OF THE PAPER ..............................
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1.10CLARIFICATION OF TERMS ......................................
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THEORETICAL FOUNDATION ...................................... 10 2.1 LISTENING .................................................................... 10 2.1.1 The Meaning of Listening.................................... 10 2.1.2 The Goal of Listening .......................................... 11 2.1.3 Aims of Listening ................................................ 12 2.1.4 Listening is an Internal Process` .......................... 15 2.1.5 The Step of Listening ........................................... 16
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2.1.6 Decoding .............................................................. 18 2.1.7 The Difficulties in Listening ................................ 19 2.1.8 A Skill Taxonomy for Domain of Listening Skill 20 2.1.9 Types of Classroom Listening Performance ........ 20 2.1.10 Listening Comprehension Test ............................ 21 2.2 TEACHING AIDS........................................................... 27 2.2.1 The Meaning of Teaching Aids ........................... 27 2.2.2 The Meaning of Aids ........................................... 28 2.2.3 The Meaning of Teaching Aids ........................... 28 2.2.4 Kinds of Teaching Aids ....................................... 28 2.3 SUMMARY..................................................................... 29 CHAPTER III RESEARCH METHODOLOGY ........................................ 30 3.1 KIND OF RESEARCH ................................................... 30 3.2 SUBJECT OF RESEARCH ............................................ 30 3.3 DATA COLLECTING INSTRUMENT ......................... 31 3.4 DATA PROCESSING ..................................................... 31 3.5 RESEARCH PROCEDURE............................................ 33 CHAPTER IV FINDINGS AND DISCUSSION .......................................... 34 4.1 STUDENTS SCORE OF TRYOUT ................................ 34 4.1.1 Reliability Analisys .............................................. 34 4.1.2 Validity Analisys ................................................. 35 4.2 STUDENTS‟ SCORE OF PRE-TEST ............................ 35 4.3 STUDENTS‟ SCORE OF POST-TEST .......................... 36
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4.4 STUDENTS‟ SCORE IMPROVEMENT ....................... 37 4.5 DISCUSSION .................................................................. 38 CHAPTER V
CONCLUSIONS AND SUGGESTIONS ............................ 42 5.1 SUMMARY..................................................................... 42 5.2 ANSWER OF THE RESEARCH QUESTIONS ............ 45 5.3 IMPLICATION AND SUGGESTION FOR LANGUAGE TEACHER ................................................. 46 5.4 RECOMMENDATION FOR FURTHER RESEARCHER ................................................................ 46
REFERENCES APPENDICES CURRICULUM VITAE
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CHAPTER I INTRODUCTION
1.1 BACKGROUND OF THE PROBLEM Everybody has learned their language since they were children, especially their mother tongue. The process occurs naturally and properly with a view to communicate in society environment. Listening ability in English as foreign language also plays an important role in building communication skill. As we all know, communication is a part of human‟s daily activities. Through communication by using language, we can share our ideas and througt with other people. In that way, a smooth interaction between people can take place. In line with the more sophosticated world, we are demanded to be able to communicate not only by using our mother tongue but also by using a foreign language, especially English which obviously more difficult to do since we have a limitation of knowledge about foreign language. On the other hand as an international language, English is used to communicate information, chiefly in science and technology. Thus, the government has sattled English as one of the compulsory subjects to study at school, from basic until highest. It is hoped that the students will be able to communicate in English. As the foreign language in our country, English is widely taught for the first time at elementary school. The teaching at the level aims to give knowledge
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of the basic English to students and it will be developed when they are in the junior and senior high school. Teaching listening is one of the duties that has to be conducted by teachers of English to improve the students‟ listening ability in English. Listening is a skill that tends to get neglected for various reasons. Among other things are: 1. The feeling among language teachers that this skill is automatically acquired by the learner as he learns to speak the language. 2. Listening is not given serious attention the fact that incompetence in it is easy to hide through nodding and shaking of the head, which may give the impression of understanding even there is none. 3. Audio lingual courses give the impression that they are teaching listening when in fact teaching other skill. In School Base Curriculum 2006, there are some competention standards and basic competentions which have to be reach by students in learning English. In the ninth grade of junior high school, for listening skill, the students have to understand the meaning in simple oral transactional and interpersonal conversation to interact in dialy context as competention standard. The basic competention is to respond the meaning in simple oral transactional and interpersonal conversation accuratly, fluently, and pitchly in dialy life context about asking and giving certainment, adoubtment, asking repeatment, attention, and admiration.
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The indicators of the learning process of these competention standards and basic competentions are the students can: 1. Understand the speech about asking and giving certainment, adoubtment, asking repeatment, attention, and admiration. 2. Mention the meaning of the sentences or words about asking and giving certainment, adoubtment, asking repeatment, attention, and admiration. 3. Show the words that is spoken by other person about asking and giving certainment, adoubtment, asking repeatment, attention, and admiration. It is also necessary to mention that listening is one of the items on some language tests is reason enough to be taught beside the enjoyable activities a learner may indulge in the target language – such as listening to the radio, listening to the English song and watching movies – demand that the learner exercise this skill. In learning English sometimes the students are bored with certain teaching atmosphere. There are varios techniques used for teaching language skills: Listening, Speaking, Writing and Reading. There are also various medias used for teaching English and improve their listening skill which could make the students feel interest to the learning process and enjoy it, such as pictures, sound of musics, English songs, and also English movies. Wacthing English movies as media in teaching English helps sensitivity to students‟ sense of hearing. The influence of watching English movies is
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improving students‟ listening skill. Many children and teenage like movies so much, and it could make the learning process easier. They will be interested and happy to learn English and watching English movies can improve their listening skill. Concerning the facts above, it is expected that research on teaching listening can offer an alternative in providing the technique in teaching listening, motivating the students to learn English and can be useful for those who are interested in teaching listening.
1.2 REASON FOR CHOOSING TOPIC Listening is one of aspects in learning foreign language, including English. For many students, listening is a difficult skill to be improved. So that, teacher have to get right method and right media in improving students‟ listening skill. English movie is one of medias which is 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. Many teenage students like movies, including at SMPN 6 Darangdan – Purwakarta. To get accurate result about the effect of English movie to improve students‟ listening skill, the writer has choosen the title “WATCHING ENGLISH MOVIES TO IMPROVE STUDENTS‟ LISTENING SKILL (A Pre-Experiment Study at The Ninth Grade Students of SMPN 6 Darangdan)”.
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1.3 LIMITATION OF THE STUDY The writer has limited the paper to the effectiveness of watching English movies in improving students‟ listening skill to the ninth grade students of junior high school.
1.4 RESEARCH PROBLEM Organ (1965 : 28) states: stating a problem clearly is that the representation of problem which gives direction about what to do. Until we state the problem clearly, we have few clues are adequate. The writer sees some problems that appear in using English movies as media to improve students‟ listening skill. Here she states three main problems, they are: 1. Is watching English movie able to improve student‟s listening skill? 2. Is watching English movie effective to students‟ listening skill? 3. Is using English movies in improving students‟ listening skill significant?
1.5 HYPOTHESIS Relating to Hatch and Fahradi in research and statistic design for applied liguistics, hypotesis is a tentative statement about the outcome of research. Based on the problem stated the writer proposes the hyphotesis that watching English movie is able to improve the students‟ listening skill.
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1.6 AIM OF THE STUDY Considering the problems above, the study is oriented towards the following aims: 1. To find out the effectiviness of Watching English to improve the students‟ listening skill. 2. To find out the significance level of watching English movie to improve the students‟ listening skill. 3. To find out using English movies in improving students‟ listening skill significant.
1.7 POPULATION AND SAMPLES OF RESEARCH The samples the writer takes are twenty students which are choosen randomly from ninty two students in the ninth grade of SMP Negeri 6 Darangdan – Purwakarta in academic year 2008/2009.
1.8 METHOD AND PROCEDURE OF THE RESEARCH In order to achieve the aim of the research, the writer used PreExperimental method. “Pre-experimental design are not really considered model experiments because they do not account for extraneous variables which may have influenced
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the results. The internal validity of such a design is also questionable. However, they are easy, useful ways of getting preliminary information on research questions. (Also they are good example of what you should not do when you carry out certain final research projects)”. (Hatch and Farhady, 1982:19) The procedure of the research are: 1. Developing the research instrument 2. Selecting the sample from the population 3. Giving pre-test to the students 4. Doing treatment, in three steps: a. Pre-listening b. While listening c. Post-listening 5. Giving post-test 6. Calculating and analysing the test scores 7. Finding and discussing the result of the research
1.9 ORGANIZATION OF THE PAPER The primary contents of the paper are as follows: Chapter I is introduction. The writer tried to introduce the problem as clearly as possible. It consists of: Background of the problem, Reason for choosing topic, Limitation of the study, Research problem, Hypotesis, Aim of the study, Population and samples of
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research, Method and procedure of the research, Organization of the paper, and Clarification of terms. Chapter II is theoretical foundation. In this part the writer tried to review some related literatures and theories proposed by some experts to support the research. Chapter III is research methodology. This chapter deals with Kind of research, Subject of research, Data collecting instrument, and Data processing. Chapter IV is data analysis. This chapter deals with data analysis and interpretation. Chapter V is conclusion and sugestion. In this chapter the writer gave the conclusion and sugestion of the research.
1.10
CLARIFICATION OF TERMS In this study, the writer would like to put forward the definition of words
used in the study, as follows: 1. Listening is conscious attention to the mesagge of what is said (Shelagh Rixon:1986). In this paper, what is meant by watching English movies by students of SMP Negeri 6 Darangdan at the third grade.
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2. The English movie is Home Alone 4, Starring
: Michael Weinberg
Directed by
: Rod Daniel
Written by
: debra Frank & Steve L. Hayes
Producer
: Mitch Engel
3. Listening skills is students‟ ability of understanding the plot of the story.
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CHAPTER II THEORETICAL FOUNDATION
2.4 LISTENING 2.4.1
The Meaning Of Listening Listening is one of the language skills, in this case, the writer quoted
the definition of listening from: Kamus Besar Bahasa Indonesia: “Mendengarkan (memperhatikan) baik-baik apa yang diucapkan atau dibaca orang.” Oxford Advanced Learner‟s DICTIONARY: To pay attention to somebody/something that you can hear. To take notice of what somebody says to you so that you follow their advice or believe them. The listening activities develop a wide variety of listening in details, and inferring meaning form context. These exercises often require completing an authentic task while listening, such as taking missing words in completion items, text of the song, or taking telephone messages. The recordings on the class cassetttes contain both scripted and unscripted conversation with natural pauses, hesitation and interruption that occur in real speech. Listening is a very important part of learning English. It could be seen on the following statement. “The important of listening in language teaching can hardly be overestimated. Through reception, we internalize linguistic information without which we could not produce language. In classroom, students always do more listening than speaking. Listening competence is universally “larger”
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than speaking competence. Is it any wonder, then, that is recent years the language teaching profession has placed a contert emphasis on listening comprehension?” (Brow, 1994:233) “Listening as a major component in language learning and teaching first hit spotlight in the late 1970s with James Asher‟s (1977) work on Total Physical Response, in which the role of comprehension was given prominence as learners were 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 they were “ready” to do so” (Brown, 1994;234)
2.4.2
The Goal of Listening Listening can be characterized as problem solving activities involving
the formation hypothesis, the drawing of inference, and the resolution of ambiguities and uncertainties in the input through the generation of “mages” (a set of items: sensory, emotional, temporal, relational, purposive or verbal in nature) or as Stevick‟s view the goal of listening is. “…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 listening in listening tests, such as Ommagio says that. “Listener contruct meaning by recornizing their previously acquired knowledge to accommodate new information and concept.”
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2.4.3
Aims of Listening According to Sheath Rixon (1986;1), the aim of teaching listening
comprehension is (or should be) to help learners of English cope with listening in real life, but there is a large varienty of different types of listening in real life. Rixon (1986;2) mentions some situations in which listening is important, 1. Listening to announcement in stations, airport etc 2. Listening to the radio 3. Participating in a conversation face to face 4. Watching a film, play or TV 5. Participating in e meeting, seminar or discussion 6. Taking a part in a lesson 7. Listening to talk or lecture 8. Eavesdropping on other people‟s conversation 9. Participating in a telephone conversation Rixon (1986;28) also diferentiates between listening and hearing. There is an every day distinction between hearing and something and listening to it. Hearing is simply the recognition of sound, as when we say, “I‟m sorry, I didn‟t hear exactly what you said.” Listening implies some conscious attention to the message of what is said, as when we say. “Are you listening to me?”
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Rost (199:3) 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? In terms of the necessary components, we can list the following: Discriminating between sounds Recognizing word Identifying grammatical grouping of words Identifying “pragmatic units” – expressions and sets of utterances which function as whole units to create meaning Connecting linguistic cues to paralinguistic cues (intonation and stress) and to non-linguistic cues (gestures and relevant object in the situation) in order to construct meaning Using background knowledge (what we already know about the content and the form) and content (what has already been said) to predict and then to confirm meaning Recalling important words and ideas Rost (1991:4) says, successful listening involves an integration of these component skills. In this some, listening is a coordination of the component skills, not the individual skills themselves. This integration of the component skills, not the individual skills themselves. This integration of these perception skills, analysis skills and synthesis skills is what we will call a person‟s listening ability.
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Rost (1991:4) has also argued that even throught a person may have a good listening ability, he or she may not always be able to understand messages, some conscious action is necessary to use this ability effectively in each listening situation. This action that listener must perform is „cognitive‟ or mental, so it is not possible to view it directly, but we can see the effect of this action. The underlying action for successful listening is decision making. The listener must make these kinds of decisions. What kind of situation is this? What is my plan for listening? What are the important words and units of meaning? Does the message make sense? Successful listening requires making effective „real time‟ decisions about these questions. In this sense, listening is primarily a thinking processthingking 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: 1. Listening ability develops through face-to-face interaction. By interacting in English, learner have the chance for new language input and the vhance to check their own listening ability. Face to face interaction provides stimulation for development of listening for meaning.
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2. Listening develops through focusing on meaning and trying to learn new and important content in the target languge. By focusing on meaning and real reasions for listening in English, learners can mobiles both their linguistic and non-linguistic abilities to understand. 3. Listening ability develops through work on comprehension activities. By focusing on specific goals for listening. Learners can evaluate their efforts and abilities. By having well-defined comprehension activities, learners have opprotunities for assessing what have achieved and revision. 4. Listening ability develops through attention to accuracy and a anlysis of form. By learning t perceive sounds and words accurately as they work on meaning oriented activities, our learners can make steady progress. By learning to hear sounds and words accurately, learners gain confidence in listening for meaning.
2.4.4
Listening is an Internal Process Like reading, listening is an internal process that cannot be directly
obseved. It‟s rather difficult to say what happens when we listen and understand others. Ommagio (1986 in Persulessy 1986:3) say that Listening and reading are both highly complex process that draw on the knowledge of the linguistic code (lnguage form), cognitive
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processing skill (the skill to process in the mind). Schome-based understanding (background knowledge), and contextual cues both with in and outside the text.
2.4.5
The Step of Listening In general, the teacher has to do the following steps: 1. Go first over the instructions with the class, making certain that materials are understood by all the students. 2. Pronounce the words or phrases at least two times in a clear and distinct voice and at normal speed. 3. Where the questions precede the text, read the question twice in order to direct the students‟ attention. Then, read the entire text two times at normal speed. Teacher should feel free to vary according to the abilities of the students. 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 a understanding of the general ideas, in the text rather than detailed knowledge. The teacher then reads the text for the first time. 5. After giving the students enough time to answer the guide questions she/he discuses the answer with them. 6. The teacher continue with more detailed questions for the students to answer either in the written or oral modality. Discussion follows the above activity.
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7. Other possible related activities for further intensive practice can be carried out such as: a. Summarize the passage orally b. Formulate questions which the students will ask their classmates to answer with long or short response. c. Write a short summary at home The possibilities of using each of the passage included in the text are infinite. Some suggestions above maybe particularly pertinent for less able students‟ abilities in the other language skills-speaking, reading, and writing-will also develop. At the some time 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 the following steps: 1. The listener takes in raw speech and holds an image of it in short-term memory. 2. The type of interactional act or speech event in which the listener is involved is determined. 3. An attempt is made to organize what was heard into constituents, identifying their content and function. 4. As constituents are identified, they are used to contruct propositions, grouping the propositions together to form a coherent message. 5. Script relevant to the other particular situation are recalled. 6. The goals of the speaker are inferred through reference to the situation the script and the sequential position of the utterance. 7. An illocutionary meaning is assigned to the message. 8. This information is retained and acted upon, and the form in which it was originally received is deleted.
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2.4.6
Decoding Decoding is the process of trying to understand (comprehend) the
meaning of a word, a phrase or a sentence. The processes in decoding (comprehending/understanding) are: a. Hold the utterance in short term memory. b. Analyze the utterance, is what is said by any one person says before or after another person begins to speak or something said or emitted as a vocal sound. For example, “yeah!” (one word), “have you done your homework?” (one sentence), “you raise me up, so I can stand a mountain.” (more than one sentence) into segments (chunk). Chunk is constituent is part of utterance, for example: “Because of the rain he was late.” The sentence has two chunks (part), because of and I was late. Besides analyze the utterance also identify: i.
Word is meaningful unit of language sounds. A meaningful sound or combination of sounds that is a unit of language or its representation in a text.
ii. Clause is group of words that contains a subject and a verb. iii. Proposition/prepositional meaning is basic meaning of sentence/utterance. iv. Concept is meaning of words. v. Illocutionary meaning is effect of the utterance to the listener/reader. For example: “I am thirsty” (utterance) has
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two meanings to show the physical state of the speaker (as prepositional meaning) and the function of language to request for something to drink (as illocutionary meaning).
2.4.7
The Difficulties in Listening 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 characteristic of spoken language need to be taken into consideration. Second language learners need to pay special attention to such factor because they highly influence the processing of speech and can often block comprehension if they are not attended to. In other words, they can make the listening process difficult. The following characteristics of spoken language are adapted from several sources (Dunkel, 1991;Richards, 1983;Ur, 1984) 1. Colloquial Language Leaners who have been exposed to standard written English and/or “text book” language sometimes find it surprising and dificult to deal with colloquial language. Idioms, slang, reduced forms, shared cultural knowledge are all manifested at some points in comversations. Colloquialisms appear in both monologues and dialogues. 2. Rate of delivery Virtually every language learner initially thinks that native speakers speak too fast! Actually, as Richards (1983 in Brown, 1994) points 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
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opportunity to stop the speaker. Instead, the stream of speech will continue to flow. 2.4.8
A Skill Taxonomy for Domain of Listening Skill An example of skill taxonomy for the domain of listening skills.
Briendley (1997 in Richards J., 2001:140) mention: 2.4.8.1 Orienting one self to a spoken text 1.1 Identifying the purpose/genre of a spoken text 1.2 Identifying the topic 1.3 Identifying the broad roles and relationships of the participants (e.g. Superior/subordinate) 2.4.8.2 Identifying the main idea/s in a spoken text 2.1 Distinguishing the main ideas from supporting deatil 2.2 Distinguishing fact from example 2.3 Distinguishing fact from opinion when explicitly stated in text 2.4.8.3 Extracting the specific information from a spoken text 3.1 Extracting key details explicitly stated in text 3.2 Identifying key vocabulary items 2.4.8.4 Understanding discourse structure and organization 4.1 following discourse structure 4.2 identifying key disourse/cohesive markers 4.3 tracing the development of an argument 2.4.8.5 Understanding meaning 5.1 Relating utterance to the social/situational context 5.2 Identifying the speaker‟s attitudes 5.3 Recognizing the communitcative function of stress/intonation patterns 5.4 Recognizing the speaker‟s illocutionary intent 5.5 Deducing meanings of unfamiliar words 5.6 Ealuating the adequacy of the information provided 5.7 Using infromation from the discourse to make a reasonable prediction 2.4.9
Types of Classroom Listening Performance With literally hundreds of possible techniques for teaching listening
skills. It will be helpful for you to think in terms of several kinds of listening performance that is, what your students do in a listening technique. Sometimes these types of performance are embedded in a boarder technique or task and
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sometimes they are themselves the sum total of the activity of a technique. The one of types classroom listening performance is reactive. Sometimes you simply want a learner to listen to the suface structure of an utterance for the sole purpose of repeating it back to you. While this kind of listening performance requires littles meaningful processing. It is nevertheless maybe a legitimate even through a minor, aspect of an interactive, communicative classroom. This role of the listener as merely a “tape recorder” (Nunan, 1991b:18) must be very 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 that focus on pronunciation.
2.4.10 Listening Comprehension Test An effective way of developing the listening skill is through the provision of carefully selected practice material. Such material is in many ways similar to that used for testing listening comprehension. Although the auditory skill are closely linked to the oral skills in normal speech situations, it is frequently desirable to separate the two skill for teaching and testing, since it is possible to develop listening ability much beyond the range of speaking ability if the practice material is not dependent on spoken responses or written exercises. An awareness of the ways in which the spoken language differs from the written language is of crucial importance in the testing of the listening
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skills. For instance, the spoken language is much more complex than the written language in certain ways, as a result of the large element of “redundancy” that it contains. An example can be seen in the spoken question “Have you got to go now?” the question being signaled by the rise in pitch on go now and by the inversion of the word order (i.e. by both phonological and grammatical features). Thus, if the listeners did not hear the questions signal have, the rise in pitch would make him aware that a question was being asked. If the speaker slurred over got to, the question would still be intelligible. In addition, meaning might also be conveyed, emphasized and “repeated” by means of gestures, eye movements and slight changes in breathing. Such features of redundancy as those described make it possible for mutilated messages to be understood, even though the full message is only partially heard. Furthermore, the human brain has a limited capacity for the reception of information and, were there no such features built into the language, it would often be imposibble to absorb information at the speed at which it is conveyed through ordinary speech. Such conversational features as repetition, hesitation and grammatical re-patterning are all examples of this type of redundancy, so essential for the understanding of spoken messages. The significance of features for testing purposes: 1. The ability to distinguish between phonemes However important, does not in itself imply an ability to understand verbal messages. Moreover, occasional confusion over selected pairs of phonemes does not matter too greatly because in real-
22
life situations the listener is able to use contextual clues interpret what he hears. Although the listener relies on all the phonological clues present, he can often afford to miss some of them. 2. In prompt to speech It is often easier to understand carefully prepared (written) material when the latter is read aloud. Written tests are generally omit many of the features of redundancy and impart information at a much higher rate than normal speech does. Consequently, it is essential to make provision in writing material for aural test. The length of the segments the greater amount of information and the greater the strain on the auditory memory. Segments of about 20 syllables are considered to be approximately the right length to allow the receiver to digest what he has heard. The pauses at the end of each segment should also be lengthened to compensate for the lack of redundant features. Although not always possible when auditory tests are conducted on a wide scale, it is helpful if the listeners can see the speaker. However excellent the quality of a tape-recorder, a disembodied voice is much more difficult for the foreign learner to follow. In practice, most tape recorders are not of a high quality and are used in rooms where the acoustics are unsatisfactory. If the quality of the reproduction is poor, the test will be unreliable, especially when such discrete features as phoneme discrimination, stress and intonation are being tested.
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Apart from the use of video-tape, however, the tape-recorder is the only way of ensuring complete uniformity of presentation and thus a high degree of reliability. It is possible, moreover, to use recordings made by native speakers and thus present perfect models of the spoken language an important advantage in countries where native speakers are not available to administer the test. For the purpose of convenience, auditory tests are divided here into some broad categories: Type 1 a) This type of discrimination test consists of a picture, accompanied by 3 or 4 words spoken by the examiner in person or on tape. b) Conversely, 4 pictures may be shown and only one word spoken. In this case, it is usually better if the word is spoken twice. Type 2 a) In this type of the test three words are spoken on tape: A, B, and C. sometimes all three words are the same; sometimes two are the same; and sometimes all are different. On the tester‟s answer sheet appear the letters. b) This is a similar type of test, but here the individual words in the previous test are replaced by sentences in which a single distinction in sound effects the meaning. The tested hears three sentences and has to indicate which sentences is the same, etc.
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Type 3 a) In each of these items one word is given on the tape: in the answer booklet three words are printed in ordinary type. (In some tests four words are given and the word on tape is spoken twice). The tested is required to the spoken word. b) This type of item is similar to the previous one; this time, however, the words spoken by the tester occur in the sentences. The four options may then be either printed or spoken. c) This item is similar to type 3 a) one word is spoken by the tester (preferable twice). However, instead of a choice of four words, the tested has in front of him a choice of four definitions. He has thus to select the correct definition for the words he hears. The test items described in this section are all useful for diagnostic testing purposes, thus enabling the teachers to concertrate later on specific pronunciation difficulties. The items are especially useful when tested have the same first language background and when a contrastive analysis on the mother tongue and the target language can be use. Most the items type described are short, enabling the tested to over a wide range in sounds. In certain items which test only individual words (e.g., type 1 (a), 1 (b) and 2 (a), up to one hundred items can be tested in ten minutes). Type 3 (c), however, is an example of an impure test items because test not only the ability to discriminate between the different
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sounds of language but also a knowledge of vocabulary. A tested who may be able the discriminate accurately will nevertheless find the test very difficult if he cannot understand the definition in the options. Similarly, type 3 (a) is test of phoneme discrimination and spelling ability. Type 3 (b) can also result in impure test items: in this type of item, proficiency in grammatical structure will favore the tested. Thus, for example, a test who cannot discriminate between thread, tread, treat and dread may immediately role out the distract ores threat and dread since they cannot be put in the pattern, I‟ll………if for you. Each individual test item in all types describe must be kept fairly simple. Obscure lexical items should be avoided. This may seem to be simple enough principle to obsever, but the avoidance of difficult lexical items frequently makes it impossible to test all the sound contrast that need to be included in the test. For example, the contrast shark, sock, sack, shock would not be suitable for inclusion in atest intended from elementary learners of English. Much of material in such test is unfortunately artificial differing greatly from continuous. Frequently there is a tendency fir the tester to adopt a certain tone pattern and rhythm which may be a source of irritation to the listener of affect his concentration. However, if the tester changes pitch (example live, leave, live) this will only confuse the tested. Thus, the tested must attempt to pronounce every syllable using the same stress and pitch pattern.
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The ability to discriminate between certain phonemes may sometimes prove very difficult for native speakers. Many English dialects fail to make some of the vowel and consonant contrast and thus. In addition to all the other variables (example the acoustic of the room the quality of the tape-recorder, etc). these tests are affected by the pronunciation different f native speakers.
2.5 TEACHING AIDS 2.5.1
The Meaning of Teaching Aids Teaching is to train by practicing an exercise, impact skill and facility.
In reality teacher‟s role is not that simple. Many complicated roles is assigned. As stated by Juliana K that intructors or teachers serve as: Facilitators Motivators Managers The intructors in class who should be: Flexibel They are people who like to play with ideas and are willing to change views points and look for new solutions. Open Minded People who are aware of what is going on and are willing to learn from others. Adaptable
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They are people who love studying and adapting something New adjusted to the national instructional objectives.
2.5.2
The Meaning of Aids The definition of aids in Oxford Learner‟s Pocket Dictionary is thing
that helps.
2.5.3
The Meaning of Teaching Aids Teaching Aids is something designed to give help in teaching
Principally, in teaching and learning process, the important component in the Instructional Design or Lesson planning? We believe that these will be helpful for both the teachers and students in the teaching and learning process to achieve the instructional objectives.
2.5.4
Kinds of Teaching Aids The things that are commonly used to give help in teaching are: Pictures
Regalia
Rods
Dolls
Audio
Cassette
Video Films
Games
OHP
Etc.
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2.6 SUMMARY Teaching is to train by practice an exercise, impact skill and facility to show. Teaching Aids is something designed to give help in teaching. The things are commonly used to give help in teaching are: picture, realia, rods, dolls, audio cassettes, video films, OHP, games, etc. The meaning of listening according to Oxford Advanced Learner‟s Dictionary, listening is to pay attention to somebody/something that you can hear. The aim of teaching listening is helping the learners to improve their ability in listening a word, sentence correctly. The goal of Listening as Stevick‟s view, the goal of listening is: to generate the intended image from the input and react appropriately. Test, the text used for listening test use in English language, here is the dialogue of the English movies. Teaching is to train by parctice an exercise. Aids are thing that help. Teaching aids is something designed to give help in teaching, e.g. pictures, realia, rods, dolls, audio cassettes, video films, games, OHP, etc. The techniques used in teaching listening by using English movies are phonemes discrimination test.
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CHAPTER III RESEARCH METHODOLOGY
This chapter deals with of research, subject of research, data collecting instrument and research procedure.
3.1 KIND OF RESEARCH In order to achieve the aim of research, the writer used Pre-Experimental method. “Pre-experimental design are not really considered model experiments because they do not account for extraneous variable which may have influenced the results. The internal validity of such a design is also questionable. However, they are easy, useful ways of getting preliminary information on research questions. (Also they are good example of what you should not do when you carry out final research projects)”. (Hatch and Farhady, 1982:19)
3.2 SUBJECT OF RESEARCH In this study, the writer took the students of SMP Negeri 6 Darangdan as population. The samples would be the ninth grade students. There were three classes and the writer took twenty students randomly from them as the sample by lottere.
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3.3
DATA COLLECTING INSTRUMENT The data needed was taken from a test. The test is used to identify the
students‟ achievement. The test is objective tests in the term completion items consist of 10 items.
3.4 DATA PROCESSING The writer gave the students pre-test to find out their skill of listening without teaching and learning activities. Post-test was given to the students to find out their ability of listening after teaching and learning activities. The data gathered from the experiment was analyzed using the t-test. The steps of the data analysis process are as follows: Find out the mean (M) of each group. According to Burns (1995:33) that for the most common measure of central tendency in educational research is the arithmatic mean, the mean (M) is simply the sum of all the scores (∑X) devided by the number of scores (n), or: M =
∑X
(Burns, 1995:33)
n Where M is the means of the sample ∑X is the total amount of all the individual observation n is the samples
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Find out standard deviation (Sd) of each group. According to Burns (1995:39) that standard deviation reflects the amount of spread that the scores exhibit around some central tendency measure, usually the mean. The standard deviation is device from the variance. The formula for obtaining the standard deviation is: (∑X)2 ∑X2 N N–1
Sd =
(Burns, 1995:39)
Where Sd is standard deviation ∑X2 is the sum of the squared raw scores (∑X)2 is the sum of the raw scores squared N is number of the students
According to Burns (1995:140) that as with the standard error of the mean, a critical ratio is formed to find the deviation in standard error unit teams of the difference between the means. This ratio is called the ratio. In this research the writer took the formula as follows:
t=
M1 – M2 Sd12 Sd22 + N1 N2
(Burns, 1995:140)
Where M1 is mean of experimental group M2 is mean of control group Sd1 is standard deviation of experimental group Sd2 is standard deviation of control group 32
N1 is number of students of experimental group N2 is number of students of control group
3.5 RESEARCH PROCEDURE The prosedures of the research are: 1. Developing the research instrument 2. Selecting the sample from the population 3. Giving pre test 4. Treatment -
Pre-listening
-
While listening
-
Post-listening
5. Giving post test 6. Calculating and analysing the test scores 7. The result of the test
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CHAPTER IV FINDINGS AND DISCUSSION
This chapter displays the analysis and interpretations of the data which has been collected through direct observation in the experimental activities, and a discussion of the findings. Those analysis and interpretations relate to: 1) students‟ scores of try out ; 2) students‟ scores of pre-test; 3) students‟ scores of post-test; 4) students‟ scores of improvement. The data are presented in the form of tables and statistical results that are estimated to be necessary for the discussion. The complete steps of statistical calculation can be found in the appendices.
4.1 STUDENTS SCORE OF TRY OUT In order to measure the reliability and validity of the test instrument, the instrument was tried out to another class before enrolling the program and pretest. The class consisted of 20 students. 4.1.1 Reliability Analysis The result of the calculation of the test instrument reliability is as follows: Subject ∑N
Judge 1 ∑X
Judge 2 ∑Y
∑ X2
∑ Y2
∑ XY
20
21
23
63
75
47
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The data above were computed through the Pearson‟s Product Moment fomula to get the correlation coefficient, and the figure 0.512 was obtained. Then this result calculated by using Spearman-Brown formula to find its coefficient reliability. The coefficient reliability (r11 ) is 0.677. According to the criterion of coefficient reliability (Arikunto, 1987), coefficient reliability with df 18, alpha level 5% = 0,468. However, it can be summarized that the reliability of the test is reliable enough. 4.1.2. Validity Analysis Since the test was designed to measure students‟ achievement, content validity analysis was chosen. Before constructing the test, the particular test had been made based on the KTSP English curriculum for Secondary School. According to the result of the try out, this instrument is reasonable to be used in measuring students‟ listening skill.
4.2 STUDENTS’ SCORES OF PRE-TEST Students‟ listening level at the beginning of the research is one of possible intervening variables. It is very crucial as a starting point to ensure that the experimental group and the control group have an equal level in speaking. The result of pre-test data analysis can be seen in table below. Students‟ Score of Pre-test
Group E
N 20
M 2.60
S 3.185
S(Xe-Xc)
Df
pt-critical level (t-table)
Group C
20
2.20
2.668
0.929
38
0.05
35
1.684
t-obs. (t-value) 0.431
The table shows that there is a difference in means (M) or standard deviation (S). The t-test, however, describes that the two groups are similar in the terms of subject‟s knowledge background. Moreover, t-obs of pretest is less than t-critical (0.431<1.684). It means that the null hypothesis of no different is accepted. Therefore, it indicates that both groups have similarity in listening level.
4.3 STUDENTS’ SCORES OF POST-TEST The post-test was carried out to both groups at the end of the program to find out whether there are any differences between the experimental group and the control groups‟ achievement. Table below presents the results of post-test. Students‟ Score of Post-test
Group E
N 20
M 8.5
S 1.573
S(Xe-Xc)
Df
pt-critical level (t-table)
Group C
20
5.6
1.536
0.242
38
0.05
1.684
t-obs. (t-value) 5.894
This table indicates that the standard error of difference between means is low Hence, the t-value can be determined. The writer used two groups as the sample, each group consists of 20 students, and the degree of freedom (df) is 19 for each group. Since the two groups were chosen as representative subjects. The total df {(Ne-1) + }Nc-1) is 38. The t-observation is 5.894. This t-observation greater than t-critical (5.894> 1.684). Consequently, it is quite safe to reject the null hypothesis. It means that the two groups have different scores on the post-test, and the difference is
36
statistically significant. So, this fact support the claim that students who were taught listening by using English movies get better scores than those were taught conventionally.
4.4 STUDENTS’ SCORES IMPROVEMENT To gain students‟ scores improvement, the students scores of post-test were subtracted into the students‟ score of pretest. The result of computation is as follow:
Pre-test mean Post-test mean
Group E 2.6 8.5
Group C 2.2 5.6
Improvement mean Total improvement (%)
5.9 227
3.4 155
The table above shows that the experimental group improvement is higher than the control group. It indicates that teaching listening by using English movies is able to improve the students‟ listening skill. The experimental teaching program can improve the students‟ listening skill effectively (227%) from that what they got in the pre-test, while control group can improve the students‟ listening skill less than the experimental group (155%). Students‟ Score Improvement Improvement
%
Group E
5.9
227
Group C
3.4
155
Differences
2.5
72
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For the data above, it presents that the total mean difference of students‟ listening skill of the experimental group and the control group is 2.5. This table shows that the differences between the experimental group and the control group is 72%. It can be concluded that the experimental teaching makes the students‟ listening skill is better than the control group. It means that it supports the hypothesis of this research, that teaching listening by using English movies facilitate the students to improve their listening skill.
4.5 DISCUSSION The experimental and the control groups, at the beginning of the research, had similar background, and this was considered as a potential intervening variable. The experimental and the control groups were analyzed differently. The experimental group was observed directly by the writer to know their progress in the program. The students‟ score of post-test and pre-test were compared to gain the students‟ achievement on the listening skill. The calculation of improvement shows that the experimental group is higher than the control group. It means that the experimental group could improve their listening skill better than the control group. After carrying out the program and calculating the result of test, the result of the investigation answer the research question stated in chapter I. The conclusions are as follow:
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4. The use of English movies as media can increase students‟ understanding of English. 5. English movies can improve the students‟ mastery of English vocabularies. 6. Using English movies in improving students‟ listening skill significant. As was mentioned before that English movie is one of the visual aids or visual materials where it is the most effective in use. Because by seeing the movies we can know and understand about the message from the text directly. Picture can be used to explain the meaning of vocabulary items. English is a language that is hard to learn. To find out that problem the writer interviewed students, there are some problem that students faced in learning English: 1. In listening 2. In treasury of vocabulary 3. In the meaning of English word Some factors that make some words more difficult than others are: Pronunciation “the word that is difficult to pronounce are more difficult to learn”. Spelling “spelling mismatches are likely to be the cause of errors, either of pronunciation or spelling, and can contribute to a word‟s difficult”. Meaning “when two words overlap in meaning, learners are likely confuse them. Unfamiliar concepts many make a word difficult to learn”. In introducing vocabulary on the names of animal, that familiarize students with vocabularies related to animals. Moreover, students expected to be able to
39
memorize and pronounce and write each vocabulary correctly, and try to perform a word to the picture that seen by the teacher. Teaching listening by using English movies, especially for children can be the one way to help them in learning process. Young children, especially those up to age of nine or ten, learn differently from older children in the following ways: a. They response the meaning even if they do not understand individual word. b. They often learn indirectly rather than directly-that is-they take-in information from all side, learning from everything around them rather then only focusing on the precise topic they are being thought. c. They generally display an enthusiasm for learning and a curiosity about the world around them. d. They learn to talk about themselves, and response well to learning that uses themselves and their own lives as main topics in the classroom. e. They have a limited attention, unless activities are extremely engaging, they can easily get bored, losing interest after ten minutes or so. In the light of these activities, it can be concluded that good teacher at this level used to provide a rich diet of learning experiences which encourage their students to get information from a variety of sources. They need to work with their students individually and in group developing relationship. They need to arrange of activities for a given period, and the flexible enough to move on to the next exercise when they see their students getting bored.
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In fact, learning is human activity which is least needs manipulation by other. Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Based on the findings, especially in learning at secondary it is a big challenge, because in their ages, they still difficult to understand the meaning of English words. There, needs teacher‟s patiently in learning process, teacher must translating word by word until could be understood by students. Moreover, when they face compound word, when they need to produce language try to find the right word to fit the intended meaning is frustating when the teacher‟s stored of words is limited, and when words get confused with each other.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents 1) the summary of the research, 2) answer to research questions and hypothesis, 3) implication and suggestion, and 4) recommendation for further research.
5.1 SUMMARY As we all know, communication is a part of human‟s daily activities. Through communication by using language, we can share our ideas and througt with other people. In that way, a smooth interaction between people can take place. As the foreign language in our country, English is widely taught for the first time at elementary school. The teaching at the level aims to give knowledge of the basic English to students and it will be developed when they are in the junior and senior high school. Teaching listening is one of the duties that has to be conducted by teachers of English to improve the students‟ listening ability in English. It is also necessary to mention that listening is one of the items on some language tests is reason enough to be taught beside the enjoyable activities a learner may indulge in the target language – such as listening to the radio, listening to the English song and watching movies – demand that the learner exercise this skill.
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Rost (1991:4) says, successful listening involves an integration of these component skills. In this some, listening is a coordination of the component skills, not the individual skills themselves. This integration of the component skills, not the individual skills themselves. This integration of these perception skills, analysis skills and synthesis skills is what we will call a person‟s listening ability. Successful listening requires making effective „real time‟ decisions about these questions. In this sense, listening is primarily a thinking process-thingking about meaning as they listen. The way in which the listener makes these decisions is what we will call a listening strategy. Teaching Aids is something designed to give help in teaching Principally, in teaching and learning process, the important component in the Instructional Design or Lesson planning. We believe that these will be helpful for both the teachers and students in the teaching and learning process to achieve the instructional objectives. Aids are thing that help. Teaching aids is something designed to give help in teaching, e.g. pictures, realia, rods, dolls, audio cassettes, video films, games, OHP, etc. The techniques used in teaching listening by using English movies are phonemes discrimination test. In order to achieve the aim of research, the writer used Pre-Experimental method. Pre-experimental design are not really considered model experiments because they do not account for extraneous variable which may have influenced the results. In this study, the writer took the students of SMP Negeri 6 Darangdan as population. The samples would be the ninth grade students. There were three
43
classes and the writer took twenty students randomly from them as the sample by lottere. The data needed was taken from a test. The test is used to identify the students‟ achievement. The test is objective test. In the term pairing items consist of 10 items. After observing the data, that is the score of pre-test and post test. The writer calculating the mark of t-value and at least gives the interpretation of the calculation. The writer used two groups as the sample, each group consists of 20 students, and the degree of freedom (df) is 19 for each group. Since the two groups were chosen as representative subjects. The total df {(Ne-1) + }Nc-1) is 38. The t-observation is 5.894. This t-observation greater than t-critical (5.894> 1.684). Consequently, it is quite safe to reject the null hypothesis. It means that the two groups have different scores on the post-test, and the difference is statistically significant. So, this fact support the claim that students who were taught listening by using English movies get better scores than those were taught conventionally. The experimental teaching program can improve the students‟ listening skill effectively (227%) from that what they got in the pre-test, while control group can improve the students‟ listening skill less than the experimental group (155%). The conclusion of this research is listen to the English movies contributes the improvement of students‟ listening skill, makes English lesson live, make change from the of teacher and text book, helps the students feedback has been
44
very positive and they are enjoying the benefit of English movies, so listening practice becomes more effective. The writer would like propose her suggestion that teachers should try to use English movie in listening lesson, because watching English movie is one type of listening experience that is interesting.
5.2 ANSWER TO THE RESEARCH QUESTIONS AND HYPOTESIS Having done the research by calculating the result of the test given to the students, the result of the investigation answer the research question as follow: 1. Watching English movie is able to improve students‟ listening skill. 2. Watching English movie is effective to students‟ listening skill. 3. Using English movie in improving students‟ listening skill is significant. Relating to Hatch and Fahradi in research and statistic design for applied liguistics, hypotesis is a tentative statement about the outcome of research. Based on the problem stated the writer puts forward the hypothesis is watching English movies can improve the students‟ listening skill. And after carrying out the program and calculating the result of test, the writer gets that the hypotesis is accepted.
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5.3 IMPLICATION AND SUGGESTION FOR LANGUAGE TEACHER From the finding, the writer would like propose her suggestion as follows: 1. Teachers should try to use English movie in listening lesson, because watching English movie is one types of listening experience that is interesting. 2. Nowadays, the use of technological aids in the teaching of language such as radio-cassette, video and television is likely to increase not diminish. So, the writer thinks now is the time for teachers and students to learn using them. 3. Teachers also should be smart and creative in using English movie in the classroom because successful language learning depends on the teacher‟s technique to use the English movie, since the teacher is the fundamental classroom aid to language learning.
5.4 RECOMMENDATION FOR FURTHER RESEARCH Honesty, there are still many questions come to the writer‟s mind which may valuable to be answered among other are as follow: 1. Will the same result be obtained by replication this research at other school or other grade? 2. Will the method appropriate to be used at the higher level? 3. Is there any advantages that can be found out by using this method? 4. Will the instrument still be suitable used at higher level?
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REFERENCES
Harmer, Jeremy, (2002), The Practise of English Language Teaching, Harlow: Longman Hatch, Evelyn and Hossein Farhady, (1982), Research Design and Statistic Bowley; ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc. Homby, A. S (1985), The Oxford Learner‟s Dictionary; New York: Oxford University Press. Jean Brewster and Gail Allis, (2003), The Primary English Teacher‟s Guide, Harlow: Penguin English Persulessy, G.H. Drs. (1988), Listening Improvement Exercise for Students of English, Jakarta: Depdikbud Dirjen Proyek Pengembangan Lembaga Pendidikan dan Tenaga Pendidikan. Rixon, Shelagh, (1986), Developing Listening Skills, London and Basinstoke: Mac Millan Publisher Ltd. Rost, Michael, (1991), Listening in Action, Prantice Hall Intenational (UK) Ltd. Tim Penyusun Kamus Pusat Pembinaan dan Pengembangan Bahasa (1988), Kamus Besar Bahasa Indonesia; Jakarta: Depdikbud: Balai Pustaka. Yanto, Elih S., (2008), Dasar-Dasar Metodologi Penelitian Pengajaran Bahasa Inggris, Subang: STKIP Subang.
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