Documentos de Académico
Documentos de Profesional
Documentos de Cultura
A RESEARCH PAPER
Arranged By:
________________________________
By:
____________________________
Supervisor I Supervisor II
______________________ ______________________
Approved by:
Chief of Head of
STKIP - Subang English Education Study Programme
______________________ ______________________
To my parent who taught me to be more patient
Alhamdulillahi rabbil „alamin, by the grace of Allah SWT who has given
his most generous motivation to the writer to complete this paper entitled
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,
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.
The Writer
i
ACKNOWLEDGEMENT
ii
ABSTRACT
iii
TABLE OF CONTENTS
PREPACE ........................................................................................................... i
ACKNOWLEDGEMENT .................................................................................. ii
iv
2.1.6 Decoding .............................................................. 18
2.3 SUMMARY..................................................................... 29
v
4.4 STUDENTS‟ SCORE IMPROVEMENT ....................... 37
5.1 SUMMARY..................................................................... 42
RESEARCHER ................................................................ 46
REFERENCES
APPENDICES
CURRICULUM VITAE
vi
CHAPTER I
INTRODUCTION
Everybody has learned their language since they were children, especially
their mother tongue. The process occurs naturally and properly with a view to
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.
communicate not only by using our mother tongue but also by using a foreign
subjects to study at school, from basic until highest. It is hoped that the students
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
1
of the basic English to students and it will be developed when they are in the
Listening is a skill that tends to get neglected for various reasons. Among
1. The feeling among language teachers that this skill is automatically acquired
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
3. Audio lingual courses give the impression that they are teaching listening
In the ninth grade of junior high school, for listening skill, the students have to
dialy life context about asking and giving certainment, adoubtment, asking
2
The indicators of the learning process of these competention standards and
admiration.
3. Show the words that is spoken by other person about asking and giving
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
In learning English sometimes the students are bored with certain teaching
atmosphere. There are varios techniques used for teaching language skills:
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.
3
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.
motivating the students to learn English and can be useful for those who are
have to get right method and right media in improving students‟ listening skill.
students‟ listening skill. It could help sensitivity to students‟ sense of hearing. The
students‟ listening skill, the writer has choosen the title “WATCHING ENGLISH
4
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.
representation of problem which gives direction about what to do. Until we state
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:
significant?
1.5 HYPOTHESIS
Relating to Hatch and Fahradi in research and statistic design for applied
Based on the problem stated the writer proposes the hyphotesis that
5
1.6 AIM OF THE STUDY
following aims:
significant.
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
In order to achieve the aim of the research, the writer used Pre-
Experimental method.
because they do not account for extraneous variables which may have influenced
6
the results. The internal validity of such a design is also questionable. However,
questions. (Also they are good example of what you should not do when you carry
a. Pre-listening
b. While listening
c. Post-listening
5. Giving post-test
Chapter I is introduction.
of: Background of the problem, Reason for choosing topic, Limitation of the
study, Research problem, Hypotesis, Aim of the study, Population and samples of
7
research, Method and procedure of the research, Organization of the paper, and
Clarification of terms.
In this part the writer tried to review some related literatures and theories
In this chapter the writer gave the conclusion and sugestion of the
research.
In this study, the writer would like to put forward the definition of words
grade.
8
2. The English movie is Home Alone 4,
story.
9
CHAPTER II
THEORETICAL FOUNDATION
2.4 LISTENING
Listening is one of the language skills, in this case, the writer quoted
and inferring meaning form context. These exercises often require completing
items, text of the song, or taking telephone messages. The recordings on the
class cassetttes contain both scripted and unscripted conversation with natural
10
than speaking competence. Is it any wonder, then, that is recent years the
first hit spotlight in the late 1970s with James Asher‟s (1977) work on Total
significant “silent period” during which learners were allowed the security of
“…to generate the intended image from the input and react
appropriately…”
11
2.4.3 Aims of 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.
important,
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?”
12
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?
Recognizing word
content and the form) and content (what has already been said) to
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
13
Rost (1991:4) has also argued that even throught a person may have a
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
thingking about meaning as they listen. The way in which the listener makes
Rost (1991:70) stated that there are four principles for developing
listening ability:
language input and the vhance to check their own listening ability.
14
2. Listening develops through focusing on meaning and trying to
abilities to understand.
activities.
anlysis of form.
obseved. It‟s rather difficult to say what happens when we listen and
Listening and reading are both highly complex process that draw on
the knowledge of the linguistic code (lnguage form), cognitive
15
processing skill (the skill to process in the mind). Schome-based
understanding (background knowledge), and contextual cues both with
in and outside the text.
1. Go first over the instructions with the class, making certain that
3. Where the questions precede the text, read the question twice in
order to direct the students‟ attention. Then, read the entire text two
rather than detailed knowledge. The teacher then reads the text for
6. The teacher continue with more detailed questions for the students
16
7. Other possible related activities for further intensive practice can
comprehension.
17
2.4.6 Decoding
“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:
representation in a text.
sentence/utterance.
18
two meanings to show the physical state of the speaker (as
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
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
19
opportunity to stop the speaker. Instead, the stream of speech will
continue to flow.
skills. It will be helpful for you to think in terms of several kinds of listening
20
sometimes they are themselves the sum total of the activity of a technique.
of an utterance for the sole purpose of repeating it back to you. While this kind
“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
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
exercises.
21
skills. For instance, the spoken language is much more complex than the
“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
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
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
2. In prompt to speech
material when the latter is read aloud. Written tests are generally omit
make provision in writing material for aural test. The length of the
segments the greater amount of information and the greater the strain
digest what he has heard. The pauses at the end of each segment
features.
wide scale, it is helpful if the listeners can see the speaker. However excellent
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
being tested.
23
Apart from the use of video-tape, however, the tape-recorder is the
speakers and thus present perfect models of the spoken language an important
the test.
For the purpose of convenience, auditory tests are divided here into
Type 1
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
b) This is a similar type of test, but here the individual words in the
in sound effects the meaning. The tested hears three sentences and
24
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
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
The test items described in this section are all useful for
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
individual words (e.g., type 1 (a), 1 (b) and 2 (a), up to one hundred
because test not only the ability to discriminate between the different
25
sounds of language but also a knowledge of vocabulary. A tested who
may be able the discriminate accurately will nevertheless find the test
ability. Type 3 (b) can also result in impure test items: in this type of
for example, a test who cannot discriminate between thread, tread, treat
and dread may immediately role out the distract ores threat and dread
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
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
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
(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.
26
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.
In reality teacher‟s role is not that simple. Many complicated roles is assigned.
Facilitators
Motivators
Managers
Flexibel
They are people who like to play with ideas and are willing
Open Minded
Adaptable
27
They are people who love studying and adapting something
that helps.
for both the teachers and students in the teaching and learning process to
The things that are commonly used to give help in teaching are:
Pictures Regalia
Rods Dolls
Audio Cassette
OHP Etc.
28
2.6 SUMMARY
show.
The things are commonly used to give help in teaching are: picture, realia,
generate the intended image from the input and react appropriately.
Test, the text used for listening test use in English language, here is the
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.
29
CHAPTER III
RESEARCH METHODOLOGY
method.
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,
questions. (Also they are good example of what you should not do when you carry
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.
30
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.
The writer gave the students pre-test to find out their skill of listening
Post-test was given to the students to find out their ability of listening after
The data gathered from the experiment was analyzed using the t-test. The
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
∑X
M = (Burns, 1995:33)
n
Where
n is the samples
31
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
(∑X)2
∑X2 -
Sd = N (Burns, 1995:39)
N–1
Where
Sd is standard deviation
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
M1 – M2
t= Sd12 Sd22 (Burns, 1995:140)
+
N1 N2
Where
32
N1 is number of students of experimental group
4. Treatment
- Pre-listening
- While listening
- Post-listening
33
CHAPTER IV
This chapter displays the analysis and interpretations of the data which has
The data are presented in the form of tables and statistical results that are
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.
follows:
34
The data above were computed through the Pearson‟s Product
Moment fomula to get the correlation coefficient, and the figure 0.512 was
Before constructing the test, the particular test had been made based
experimental group and the control group have an equal level in speaking. The
N M S p- t-critical t-obs.
S(Xe-Xc) Df
Group E 20 2.60 3.185 level (t-table) (t-value)
Group C 20 2.20 2.668 0.929 38 0.05 1.684 0.431
35
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
level.
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
N M S p- t-critical t-obs.
S(Xe-Xc) Df
Group E 20 8.5 1.573 level (t-table) (t-value)
Group C 20 5.6 1.536 0.242 38 0.05 1.684 5.894
This table indicates that the standard error of difference between means is
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
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.
were subtracted into the students‟ score of pretest. The result of computation is as
follow:
Group E Group C
Pre-test mean 2.6 2.2
Post-test mean 8.5 5.6
Improvement mean 5.9 3.4
Total improvement (%) 227 155
The table above shows that the experimental group improvement is higher
than the control group. It indicates that teaching listening by using English movies
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%).
Improvement %
Group E 5.9 227
Group C 3.4 155
Differences 2.5 72
37
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%.
listening skill is better than the control group. It means that it supports the
4.5 DISCUSSION
The experimental and the control groups, at the beginning of the research,
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
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
38
4. The use of English movies as media can increase students‟
understanding of English.
vocabularies.
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.
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
Some factors that make some words more difficult than others are:
Pronunciation “the word that is difficult to pronounce are more difficult to learn”.
“when two words overlap in meaning, learners are likely confuse them.
39
memorize and pronounce and write each vocabulary correctly, and try to perform
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:
word.
information from all side, learning from everything around them rather
then only focusing on the precise topic they are being thought.
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.
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
arrange of activities for a given period, and the flexible enough to move on to the
40
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
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
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.
41
CHAPTER V
5.1 SUMMARY
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
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
42
Rost (1991:4) says, successful listening involves an integration of these
not the individual skills themselves. This integration of the component skills, not
analysis skills and synthesis skills is what we will call a person‟s listening ability.
about meaning as they listen. The way in which the listener makes these decisions
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
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
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.
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 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
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:
significant.
Relating to Hatch and Fahradi in research and statistic design for applied
Based on the problem stated the writer puts forward the hypothesis is
And after carrying out the program and calculating the result of test, the
45
5.3 IMPLICATION AND SUGGESTION FOR LANGUAGE TEACHER
From the finding, the writer would like propose her suggestion as follows:
interesting.
diminish. So, the writer thinks now is the time for teachers and
teacher‟s technique to use the English movie, since the teacher is the
Honesty, there are still many questions come to the writer‟s mind which
3. Is there any advantages that can be found out by using this method?
46
REFERENCES
Hatch, Evelyn and Hossein Farhady, (1982), Research Design and Statistic
Bowley; ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc.
Jean Brewster and Gail Allis, (2003), The Primary English Teacher‟s Guide,
Harlow: Penguin English
Rost, Michael, (1991), Listening in Action, Prantice Hall Intenational (UK) Ltd.
47