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new way improving english listening skill by using movies
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CHAPTER I
Introduction
This chapter discusses some points: background of the study, statement of the problems,
purpose of the study, scope and limitation of the study, significance of the study, and definition
of the key terms.
1.1. Background of the Study
Everybody has learned their language since they were children, especially
about their mother tongue. The process occurs naturally and properly with a view to
communicate in society. Listening ability in English as foreign language also plays an
important role in building communication skill.
As we know, communication is a part of human’s daily activities. Through
communication by using language, we can share our ideas and thoughts with other people.
In that way, a smooth interaction between people can take place.
In line with the more sophisticated world, we are demanded to be able to
communicate not only by using our mother tongue but also by 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
share information, which is often happening in science and technology field.
As the foreign language in our country, English is widely taught for the first
time at elementary school. The teaching at this level have goal to give basic knowledge of
English using as foreign language. And it will be developed at junior and senior high
school.
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Teaching listening is one of the duties that have to be conducted by teachers of
English to improve to the students’ listening ability in English.
Listening is a skill that tends to get neglected for various reasons. Here are
some of its:
1. Teacher thought by learning speaking, listening skill would be acquired
automatically by the students.
2. No serious attention given to listening skill, we just give a nod or hand
shake when we try to pretend that we understand others speaking,
thought we are not.
3. When teacher teaches listening skill, actually they are not. They just teach
more about other skills.
In School Base Curriculum 2006, there are some competency standards and
basic competencies which have to understand the meaning in simple oral transactional and
interpersonal conversation to interact in daily context as the competency standards.
The competency is to responds the meaning in simple oral transactional and
interpersonal conversation accurately in daily life context, such as giving certainty,
hesitancy, asking ones condition, attention or admiration.
The indicators of the learning process of these competency standards have
been mastered by the students are the student is able to:
1. Understand the speech about asking and giving certainty, hesitancy,
repetition, attention and admiration.
2. Mention the meaning of sentences or words about asking and giving
certainty, hesitancy, repetition, attention and admiration.
2
It is also necessary to mention that listening is the one of the important item in
someone language test. That is enough reason listening skill being taught, besides listening
is sometime enjoyable, such as: listen to the radio, listen to English songs, more over
watching English movies also involving listening skill.
In learning English sometimes the students are getting bored by teacher’s way
of teaching. There are various techniques can be used by the teacher to teach reading,
writing, speaking and especially listening. Some teachers thought that listening is the
easiest skill to teach, so many of material or English handbook put it in the beginning of
material. Actually we can use many interesting media to teach them those English skills.
For example by using English songs, movies, or maybe chats in interesting English
language.
By watching English movies as one of the teaching learning media in English
lesson helps to increase the students’ sensibility in hearing sense and participation. It is
because movies are very interesting and the students at all ages like it. There are stories to
follow and observe. It will make the teaching learning process getting more interested and
enjoyable for both teacher and students.
By the facts above, that is one reason why the researcher expected one new
way to teaching listening, the alternative technique, motivating the students to learn
English and can be useful for those who are interested learning and teaching listening.
Moreover MTs Probolinggo is one of develop junior high school in this town. So, the
students need to behave and learning English by the way they like is more helpful for
them, in this case by watching movies.
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1.2 Research Problem
The writer meets some problems that appear in using English Movies as media to
improve students’ listening skill. Here they are:
1. Is Watching English movie able to improve students’ listening skill?
2. Is Watching English movie effective to students’ listening skill?
1.3 Purpose of the Study
Considering the problems above, the study is oriented towards the following
purposes:
1. To find out whether watching by English movies to improve the students’
listening skill.
2. To find out the efficiency of watching English movies to improve the
students’ listening skill.
1.4 Significant of the Study
Listening is one of aspects in learning foreign language, including English. For
many students, listening is very difficult skill to be acquired. So that, teacher has to get
right media in improving students’ listening skill.
English movie is one of the Medias which are very good to be used to improve
students’ listening skill. It could help sensitivity to students’ sense of hearing. The
influence of watching English movies is improving students’ listening skill, because they
can get involved, they feel the situation happen in the movie and they can learn the
language contextually. Many teenage students like to watch movie, not excepted students
at MTs Nusantara.
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Practically, the significant of using English movies as a teaching English media
for the students of MTs Nusantara, the students will know the importance of understanding
the movie overall, as good as the local movies they saw. They will study listening better in
this way, because they didn’t fell studying, they just enjoying they learning while watching
movies. Here they can practice their listening ability, enrich the vocabulary and know how
to use English for communication, real communication. For the teacher, this new media
will enrich their alternative way in teaching English. The teacher can use way as the
interesting way to teaches listening English and how to apply it in real communication.
For the researcher, teaching listening skill through watching movies will provides new
educational research improve the quality of education in the future.
1.5 Scope and limitation of the study
Because limitation of the time and references the researcher only takes two
variables to study. The first is the effectiveness of watching English movies on improving
students’ listening skill. And the scope is limited to the eighth grade students’ of MTs
Nusantara Probolinggo, which is on the way to became international standard school,
which consist of 28 students.
1.6 Definition of key terms
1. Listening is conscious attention to the message of what is said (Shelagh
Rixon: 1986). In this paper, what is meant by watching English Movies by
students of MTs Nusantara Probolinggo at the eighth year.
2. Listening skills is students’ ability of understanding the plot of the story, the
vocabulary use on the language.
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3. Watching movies, is a progress to observe the movies scenes provide by the
researcher to know what is the scene about.
4. Teaching listening, is teaching the students listening skills to understand what
they had heard and give the response as the purpose or as ordered.
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CHAPTER II
Review Related to Literature
2.1 The curriculum of English Junior High School
The curriculum of English in Junior High School at seven grade students of
MTs Nusantara Probolinggo is related the standard competence is to understand the
meaning of transactional and interpersonal short and simple conversation to get
connected to the closes environment interaction. The based competence are giving
response to the meaning of transactional (to get the things done) and interpersonal
(socialization) short and simple conversation accurately, fluently and acceptable to get
connected in an interaction with the closes environment which is involving act and
speech: asking, giving, rejecting help, asking, giving, rejecting things, asking, giving,
rejecting argument, and offering / taking / rejecting something. Some indicators that
prove the teaching learning process are well done; the students are unable to (1)
responding the asking, giving, and rejecting utterances; (2) responding the asking,
giving, and rejecting things; (3) responding the asking, giving, and rejecting information;
(4) responding the asking, giving, and rejecting argument; (5) responding the asking,
giving, and rejecting offering. The allocation of time available for this point is 8 X 40
minutes. The source of the material can be taken from some media such as CD’s, Proper
text script, recording, picture, things model, environment, internet and book or
worksheet.
7
2.2 The meaning of listening
Listening is one of the language skills, in the case the writer quoted the
definition of listening from:
Kamus Besar Bahasa Indobesia:“Mendengarkan (memperhatikan) baik-baik apa yang diucapkan atau dibaca
orang.”
Oxford Advanced Learner’s DICTIONARY:To pay attention somebody/something that you can hear, to take notice of what
somebody says to you so that you follow their advice or believe them.
Ana Maria Schwartz stated on “Listening in a Foreign Language”“Listening can be described as an on-going series which occur within the
listener.”
The listening activities develop a wide variety of listening in details, and
inferring meaning from the context. These exercise often require completing an
authentic task while listening, such as taking missing words in completion items, text
of the song or taking telephone massages. The recordings on the class cassettes contain
both scripted and unscripted conversation with natural speech pauses, hesitation and
interruption that occur in real speech.
Listening is 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” than speaking competence. Is it any
wonder, then that is recent years the language teaching profession has placed content
emphasized on listening comprehension?” (Brown, 1994:233)
8
“Listening as a major component in language learning and teaching first hit
spotlight in the late 1970’s with James Asher’s (1977) work to Total Physical
Response, in which the role of comprehension was given great quantities of language
to listen to before they encouraged to respond orally. Similarly, the natural Approach
recommended a significant “silent period” during which learners were allowed the
security of listening without being forced to go through the anxiety of speaking before
they were “ready” to do so” (Brown, 1994: 234)
2.3 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” (as a set of items: sensory,
emotional, temporal, relational, purposive or verbal in nature) or as Rost’s (1991:90)
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 test, such as Rixon (1986:213) say that.
“Listener constructs meaning by recognizing their previously acquired knowledge to accommodate new information and concept.”
2.4 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 large variety of different types of listening in real life.
Rixon (1986:2) mentions some in which listening is important,
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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 a 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 differentiates between listening and hearing. There is an
everyday distinction between hearing and something and listening to it. Hearing is only
the recognition of sound, as we say,”I am sorry, I did not hear exactly what you said”.
Listening implies some conscious attention to the message of what is said, as when we
say, “Are you listening to me?”
Rost (1991: 3) proposes that in order to define listening, we can ask two basic
questions: What are the component skills in listening? And what does a listener do?
In terms of the necessary components, we can list the following:
Discriminating between sounds
Recognizing words
Identifying grammatical grouping of words
Identifying “pragmatic units” – experiments and sets of utterances which
function as whole units to create meaning.
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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 (1994:4) says, successful listening involves an integration of these
component skills. In some case, listening is a coordination of the component skills, not
the individual skills themselves. This integration of these perception skills, analysis skills
and synthesis skills is what we will call a person’s listening ability.
Rost (1991:4) has also argued that even though a person may have a good
listening ability, he or she not always be able to understand messages, some conscious
actions is necessary to use this ability effectively in each listening situation. This action
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 understanding action for successful
listening is depending on the listener’s decision. The listener must make these kinds of
decisions:
What kind of situation is this?
What 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” decision about these
questions. In this sense listening is primarily thinking process thinking about meaning as
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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, learners have the chance for a new language input and the
chance to train their listening ability. Face-to-face interaction provides
stimulation for development of listening for meaning.
2. Listening develops through focusing on meaning and trying to learn new
and important content in the target language. By focusing on meaning and
real reasons for listening in English, learners can mobile both their
linguistic and non-linguistic abilities to master.
3. Listening ability develops through work on comprehension activities. By
focus on specific goals for listening. Learners can evaluate their efforts and
abilities. By having well-defined comprehension activities, learners have
opportunities for assessing what they had achieved and revised.
4. Listening ability develops through attention to accuracy and an analysis of
form.
By learning the perceive sounds and words accurately as they work on meaning
oriented activities, our learners can make steady progress. By learning to hear sounds
and words accurately, learners gain confidence in listening for meaning.
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2.5 Listening is an internal process
Like reading, listening is an internal process that cannot be directly observed. It’s
rather difficult to say what happens when we listen and understand others. Ommagio
(1986 in Persulessy 1986: 3) say that
Listening and reading are both highly complex process that draw on the knowledge of the linguistic code (language form), cognitive processing skill (the skill to process in the mind). Schome-based understanding (background knowledge), and contextual cues both within and outside the text.
2.6 The step of teaching listening
Generally, the teacher has to do the following steps:
1. Go first over the instruction with the class making certain that materials are
understood by all students.
2. Pronounce the words or phrases at least two times in a clear and distinct
voice and at normal speed.
3. Where the question precede the text, read the question twice in order to direct
the students’ attention. Then, read the entire text two.
4. With longer texts, it is advisable for the teacher to write guide question on the
board or dictate them to the students. The questions should require an
understanding of the general ideas, in the text rather than detailed knowledge.
The teacher then reads the text for the first time.
5. After giving the students enough time to answer the guide questions she/he
discusses the answer with them.
6. The teacher continues with more detailed question for the students to answer
either the written or al modality. Discussion follows the above.
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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 wit 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 students’ abilities n the other
language skill-speaking, reading and writing will also develop. At the time sometime they
will be able to understand on wide range of topics, which undertake the linguistic aspects
of listening comprehension.
Jack in (Persulessy, 1994:4) mention the model of the listening process includes
the following steps:
1. The listener takes in raw speech and holds an image of it in short-term memory.
2. The type of interaction act or speech event I which the listener is involved is determined.
3. An attempt is made to recognize what was heard into constituents, identifying their content and function.
4. As constituents are identified, they are used to construct proportions, grouping the proportions together to form a coherent message.
5. Relevant script to the other particular situation is recalled.6. The goals of the speaker are inferred through reference to the situation the
script and the sequential position of the message.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.
2.7 Decoding
Decoding is the process of trying to understand (comprehend) the meaning of a
word, a phrase or a sentence.
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The process in decoding (comprehending/understanding) are:
a. Hold the utterance in a 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
sounds. For example, “yeah!” (One word), “have you done your
homework?” (One Utterance). “you raise me up, so I can stand on
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. Proportion/prepositional meaning is basic meaning of
sentence/utterance.
iv. Concept is meaning of words
v. Illocutionary meaning is effects of the utterance to the listener/reader.
For example: ‘I am thirst” (utterance) has 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).
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2.8 Teaching 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 attention to such as factor because they highly influence the
processing of speech and can often block comprehension if they are not attended to. In
other hands, they can make the listening process difficult. The following characteristic of
spoken language is adapted from several sources (Dunkel, 1991; 1983; Ur, 1984)
1. Colloquial LanguageLearners who have been exposed to standard written English an/or “text book” language sometimes find it surprising and difficult to deal with colloquial language, idioms, slang, reduced forms, shared cultural knowledge are all manifest at some points in conversation.
2. Rate of DeliveryVirtually every language learner initially thinks that native speakers speak to fast! Actually, as Richard (1983 in Brown, 1994) point out:The number and length of pauses used by speaker is more crucial to comprehension than sheer speed. Learners will nevertheless eventually need to be able to comprehend language delivered at varying rates of speed and at times, delivered with few pauses. Unlike reading, where a person can stop and go back reread something, in listening the hearer may not always have the opportunity to stop the speaker, instead, the speech will continue flow.
We can use many literary to find out the best technique for teaching listening. It
will helpful for you to think in terms of several kinds of listening performance that is, what
your students do in listening technique. Sometimes these types of performance are
embedded in a boarder technique or task and sometimes they are themselves the sum total
of the activity of a technique. The one of type classroom listening performance is reactive.
Sometimes you simply want a learner to listen to the surface structure of an
utterance for the sole purpose of repeating it back to you. While this kind of listening
performance requires little meaningful process. It is nevertheless maybe a legitimate even
16
though a minor, aspect of an interactive, communicative classroom. This role of the
listener as merely a “tape recorder” (Nunan, 1991b:18) must be limited, otherwise the
listener as a generator of meaning does not reach fruition. About the only role of that
reactive listening can play in an interactive classroom is in brief choral or individual drills
that focus on pronunciation.
2.9 Teaching Media
Teaching media is something designed to give help in teaching, to ease the
teacher transfer the knowledge to the students. Fundamentally, in teaching and learning
process, both instructional component and lesson planning are important component. We
believe that these will be helpful for both the teachers and the students in the teaching and
learning process to gain the aim of study.
There are some kinds of teaching media:
a. Pictures e. Replica
b. Audio f. Cassette
c. Video films g. Games
d. Projector h. Script, etc.
In this study the researcher use video films that run in front of the classroom by
using audio video tools at the language laboratory. This is to make the study running well
to get the best result. The English movies are:
a. Ratatouille
Starring : Patton Oswalt, Lou Romano
Directed by : Brad Bird
Written by : Jan Pinkava
17
Producer : Brad Lewis
b. Finding Nemo
Starring : Albert Brooks, Ellen de Generes, Alexander Gould
Directed by : Andrew Stanton
Written by : Andrew Stanton, Bob Paterson
Producer : John Lasseter, Graham Walters
2.10 Previous Study
Movie is one of the new media used by the teacher to teach listening for the
students which learn English as foreign language. Movie or video can enhance listening
comprehension by providing learners with contextually rich, high interest, authentic and
culturally appropriate communicative situations (Schwartz, 1998:46). Because of it the
teaching learning process can be run well. The teacher provides something the students
like.
But, by “showing a movie” will not of itself lead to leaps in proficiency or
cultural awareness. Movie not comprehensible to language learner-teacher must design
the task which easy to understand for them. Second language video materials fall into
two categories: material which are designed and produced for pedagogical purposes, and
authentic materials produced by native speakers for the consumption of fellow native
speakers (Burkart, 1998: 47). So, we need to choose the best materials for our students to
reach the best achievement.
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CHAPTER III
Research and Methodology
This chapter consists three parts. The first part is a research design; the second
is the setting and the subject, the third is research instrument, the fourth is data
collection, and the fifth is data analysis techniques.
3.1 Research design
The research design of this study was a classroom action research (CAR) which
develops a model of portfolio assessment in assessing the students’ writing skill.
Kasbolah and Sukaryana (2001:15), stated that the characteristics of CAR are: (1) it is
done by the teacher him/herself, (2) it starts from the factual problem that appears in the
teaching and learning process, (3) there are some actions which are needed to improve
the teaching and learning process, and (4) it can be done collaboratively.
In this study, CAR is carried out to solve practical problems encountered by the
students when they are writing a paragraph. In reference to the result of pre-test, the
problems encountered by the students when they made a paragraph were concerned with
content, grammar, diction, spelling and punctuation. Those problems are solved by using
a model of portfolio assessment strategy.
As classroom action research, this study followed the design of Kemmis and
McTaggart (in Kasbolah and Sukaryana, 2001) in which cycle consists of four steps:
Planning of action, implementing of action, observing and evaluating and analysis and
reflection. The four main steps were preceded by reconnaissance (preliminary study) and
analysis and identification of problem.
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3.2 Research Subject
This research was conducted at eighth grade of MTs Nusantara, Probolinggo.
In line with the focus of this study, the subject observed were the teacher who taught
English by using pictures for teaching speaking.
The research area of this study was at MTs Nusantara, Probolinggo. This
school was selected because this junior high school is the one of developing junior high
school in this town. MTs Nusantara, Probolinggo in the eighth year class has 28 students.
3.3 Research procedure
According to Mistar (2006) in conducting a classroom action research (CAR),
two steps-preparation and application-are involved. This classroom action research was
conducted by using of the cycles process. The researcher started the study with
preliminary observation in search for identifying the real problem in the teaching
learning. The activities in the preliminary study were conducting an observation in the
classroom. The result of these collecting of data was used as consideration in planning
the action to be applied. Next, the researcher conducted the study following the
procedures consist of planning, action, observing and reflection.
3.3.1 Classroom Action Research Preparation
In this step, a preliminary study is carried out as follow:
1) Identifying any problems encountered by the students in listening. The
identification of the problem is done through test and questionnaire.
2) Analyzing the quality of the problems
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3.3.2 Classroom action research application
After conducting a preliminary study in order to identify the real problems
in the teaching of the listening skills as well as the assessment of students’ skill
and motivation, the researcher conducted the study by following the procedure of
the action research starting from planning the action, followed by action,
observation and reflection. In this step, all cycles are used to solve the same
problems that have been found through the pre-test, which is related with the
student basic listening ability, then continued to the next step. If the problems are
not solved yet, the following cycles should be continued with its revised
planning, re-implementation, re-observing and re-reflecting until the criteria of
success are satisfied.
3.3.2.1 Planning the action
In this step, the researcher set up the overall plan concerning the
action that would be implemented. The plan covered the activities in
designing portfolio assessment plan and determining the criteria of
success.
1) Designing Listening Assessment Plan
The researcher followed the steps on doing this study. They were:
a. Identifying Teaching Goal to Teach Listening Using Movie Scenes
This is very important to state the goal using this kind of teaching
model. That is to ease the students in understanding contextual
used language spoken, besides that by using this media is to attract
the students motivation.
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b. Recognizing the Teach Listening Using Movie Scenes to the
Students
The researcher not all at once gives to students teaching listening
by this media, but the researcher did it in steps. So, they can
accept it well.
c. Determining Movie Scenes Used.
The movie scene using to teach must also fits them and easy to
understand by the beginner. In this case the researcher use
animation movie scenes, which is used simple vocabulary and
daily use language. It will behave them by analyzing the
contextual language used.
d. Explain to Them How to Improve Listening by Watching Movie
The researcher presented the movie scene to them, and gives them
opportunity to analyzing it for a while. The researcher also help
them to adaptation to this new media used by them by giving clear
vocabulary used by the speaker in the movie scene till they can get
the meaning of the movie scene served.
e. Designing the Test Form for Teaching Listening Using Movie
Scenes
In analyzing the students’ ability in listening, the researcher used
teaching listening test form. To determine whether the students get
the meaning of the language used by the movie scene progress
toward learning goals, the researcher matched the contents to
specific learning goals and objectives on a cover sheet. The
22
students’ names were placed top left of the paper, the date at right
side of the form filled by some question for the students and
paragraph with some blanks words to enrich their vocabulary and
raising their listening awareness.
2) Determining the criteria of Success
The criteria of success of this study were emphasized on the listening
process and the test result. Those criteria are determined as follows:
a. The students get the meaning of the conversation happen in the
movie scene.
b. The students are actively involved in the teaching listening by
using movie scenes.
c. The students are motivated and enthusiast to follow the process of
teaching listening by using movie scenes strategy.
d. The average number of understanding language from a movie
scene by the student is 70%. So, they can understand what the
movie scene talking about.
By the end of these processes, the students should achieve the
standard score, which is 70; if it is not, it means that the researcher should
do the following cycle.
3.3.2.2 Implementation of the Action
In this study, the researcher implemented the proposed strategy by
referring to the teaching listening plan designed before and observed
the activities done in the class. The teaching listening test assessment
strategy is carried out in the classroom according to the existing
23
schedule of writing class. In this stage, the researcher must obey what
he had set up in the planning stage.
During the implementation of the teaching listening test
assessment strategy in the classroom, the researcher plays a role as a
facilitator to whom the students consult their problems. The teaching
schedule is shown in table 3.1.
Table 3.1 Schedule of the Classroom Action Research.
No ActivitiesTime
Day Date
1
2
3
4
5
Preliminary study
Analysis and preparation
Cycle 1
a. Meeting 1
b. Meeting 2
c. Meeting 3
Data Analysis
Reporting the findings
Monday
Wednesday
Monday
Wednesday
Monday
Wednesday
Monday
April 5th
April 7th
April 12th
April 14th
April 19th
April 21st
April 26th
3.3.2.3 Observation
This stage is the process of recording and collecting data about
any aspects or event which happened during the implementation of
the action. The observer observed the teaching and learning and the
assessment process focusing on the activities done by the teacher and
24
the students. The teacher and students’ activities during the
implementation of the strategy were evaluated using the instrument
that had been developed previously.
In evaluating the process, a product evaluation was also applied.
In this case, the students’ listening test were collected and scored.
In order to get an accurate and reliable result, in this part it was
necessary for the researcher to specify kinds and source of data. Based
on the kinds and the source of data, the researcher prepared the
instrument and technique of data collection.
1) Kinds and sources of Data
Kinds of data collected in this study was qualitative. The qualitative
data was the result of the observation concerning to the researcher’s
planning, assessment process which include the activities of both teacher
and students, evaluation and also students’ portfolios collected during the
assessment activity.
The data collections were obtained from some sources, such as
follow:
a. The daily self and peer-assessment sheets filled by the students;
b. The contents of the students’ portfolio testifying to their progress
in the writing skill development;
c. The researcher’s evaluation of the students’ progress;
d. The researcher’s observation, and
e. The interview conducted after the implementation.
25
2) Instrument and Technique of Data Collection
The variety of instruments were used in carrying out this study, they
are:
a. Observation sheet
It was used to watch closely and note the classroom events. In
recording the activities during the implementation of teaching
listening assessment, the researcher observed the teacher’s and
students’ activities by using the observation sheet used in this study.
b. Field notes
They were to record some essential features of the teaching and
learning activities in the classroom that can not be covered by
observation sheet.
c. Interview guide
It was used to interview both teacher and students concerning the
application of portfolio assessment procedure in writing. The result of
the interview was useful to reveal the strengths and the weakness of
the implementation of the teaching listening by using movie scene in
improving students listening ability.The description of activities and
the instruments are presented in table 3.2.
26
Table 3.2 The description of activities and the instruments
ActivitesAssessment
InstrumentsProcess Product
Introducing the
idea of teaching
listening by
using movie
scene
Students’ activities in the
teaching and learning
process in understanding
the concept of teaching
listening by using movie
scene.
Observation sheet
Field note
Teaching
listening by
using movie
scene process
Students’ activities in the
teaching learning process
by using movie scene.
Observation sheet
Field note
Teaching
listening test.
Students’ activities in the
listening test by listening
movie scene
The students’
listening test
form.
Observation sheet
Field note
3.3.2.4 Reflection
The reflection stage actually covers two processes, those are the
process of analyzing and reflecting on the data obtained through the
reflecting stage.
27
1) Analyzing Data
The qualitative data obtained during this study were classified and
analyzed in certain orders. The data obtained provided the description
about the assessment process, the students’ test result and the students’
participations. Here are the following procedures of data analysis were
conducted:
a. Data Classification
The collected data were grouped on the basis of their forms in the
sense that the data obtained from the students’ test result were
distinguished from those obtained from the field notes and so on.
b. Data Presentation
The data presentation was based on the result of the observation, field
notes, test/assessment, and the collection of the students’ test result.
2) Reflecting Data
The reflection stage was the process of giving judgment and responses
to the action. The researcher analyzed all the data obtained and compared
the result of analysis with the criteria of success. If the results of test
result meet with the criteria of success, the classroom action research
should be stopped. If not, the strategy should be revised; the revised
strategy becomes a revised plan of another cycle of action research.
The whole explanation about classroom action research can be
visualized as follows:
28
Figure 1. Classroom Action Research Procedure(adapted from Kemmis, and Taggart in Kasbollah And Sukaryana, 2001)
29
ReconnaissanceObserving the
teaching and assessment of writing
Interviewing the teacher.
Analysis and IdentificationStudents have low
motivation in writing.Product-oriented
evaluationTeacher have problem in
exploring alternative assessment.
PlanningPeparing portfolio assessment strategy used in assessing students’ writing skill.
Preparing instruments.Determining criteria of success.
ImpelentingIntroduction the idea of portfolio assessment.
Specifying the portfolio contentsGiving clear and detailed guidelinesGuiding students in writing process.Giving encouraging feedbackGuiding students in self and peer assessment process
Guiding sharing conference and students-teacher conference.
ObservingTo observe the portfolio assessment process by using instruments prepared.
The observation is addressed on both teacher and students’ activities.
ReflectingTo observe the activities happened in the implementation of portfolio assessment.
Reviewing whether there is a difference between what had been planned and what was going in the implementation or not.
Revising the plannedBased on the result of the reflection, it is necessary for the teacher and collaborator to revise the plan according to drawbacks found in the previous implementation.
Unsucessful
STOP Cycle N
Success
CHAPTER IV
Findings and Discussion
This chapter deals with the research findings obtained through the instruments used
during the research. Then, the research findings will be taken into discussion to answer the
research problems.
4.1 Research Findings
In carrying out the portfolio assessment activities in writing in the Classroom Action
Research, the researcher utilized some steps, they are : Preliminary study, Analysis and
Preparation, Action, Data analysis, and Reporting the findings
4.1.1 Prelimimary Study
a. Identfying any problems
This study was conducted by interviewing the English teacher and students on
eight grade of MTs. Nusantara about their problem in teaching – learning activity
especially in listening skills. The result of the interview was as follows:
Researcher : How is the students’ ability in listening skills?
Teacher : Yeah, some of them are good and the others are low.
Researcher : Do you have problem or difficulties on teaching them of listening
skills?
Teacher : Yeah, that is right. I face many problems. There are How to
arouses their enthusiasms to listening the new vocabulary, how to
train them in using the new vocabulary in the contextual speaking
30
listening. But, the most important thing for me is, how to improve
their listening ability.
While mostly the students’ problems are they were thinking that the most difficult
things in English is listening skill. Because the students had to think hard about
listening, such as mastering new vocabulary, difficult pronunciation served and high
speed listening media.
b. Analyzing the Quality of Problem
In this study, the researcher tried to analyze what the researcher got from the
interview before and analyze what should he do in the classroom research. In the
result of interview above, many of the students were not eager on writing because
they got difficulties on how to be a good listener, how to understand the words
spelled, and the use of it contextually.
4.1.2 Classroom Action Research Application
In this study, the classroom Action Research Application did in some steps,
there were as follows:
4.1.2.1 Planning
After knowing the problems, the researcher and the teacher tried thinking
hard how to overcome these problems. So, we (researcher and teacher) decided
the duration of action, the theme to be studied and also the subject.
a. Designing Teaching Listening Process and test
The preparation also deal with the programs to be carried out which include the
preparation of teaching listening by using movie scenes. The teaching learning
process conducted into four steps: introducing, pre-listening test, whilst teaching
listening test and post test. The written text of the movie scene dialog given in the
31
beginning to ease the student adapts the situation. Moreover, the researcher gave
the students examples of how fill the test by listening the movie scene.
b. Determining Criteria of Success.
To know the progress of the students of teaching-learning process, the
researcher should determine the minimum standard score that must be achieved by
the students to be said succeed on this theme.
The criteria of success of this study were emphasized on the listening process
and the test result. Those criteria are determined as follows:
a. The students get the meaning of the conversation happen in
the movie scene.
b. The students are actively involved in the teaching listening by
using movie scenes.
c. The students are motivated and enthusiast to follow the
process of teaching listening by using movie scenes strategy.
d. The average number of understanding language from a movie
scene by the student is 70%. So, they can understand what the movie scene
talking about.
By the end of these processes, the students should achieve the standard score,
which is 70; if it is not, it means that the researcher should do the following cycle.
4.1.2.2 Implementation of the Action
This section presented the description of portfolio activities in each
meeting.
32
4.1.2.2.1 Meeting 1
This observation was conducted at April 12th, 2010. There were 28
students. The activity was divided into five components; there were:
Pre Activity, Whilst Activity, and Post Activity. After those activities,
the researcher continued to the observation, and reflection.
a. Pre Activity (15 minutes)
The teacher entered the class with the researcher and the students gave
greeting of them. First, the teacher introduced the researcher to the students
and the researcher sat in the back row to observe the teaching learning
process.
Teacher came into the classroom and had an interpersonal dialogue and
checked the students attendance list like usual. The teacher is involving the
researcher into the classroom situation, and introduced to the students.
b. Whilst Activity (45 minutes)
The researcher introduces the new teaching media, movie scenes. The
student are eager to know and trying this new method to improve their
listening ability. Then the researcher plays a movie scene by giving the
explanation how the teaching listening is conducted. The researcher also
said the goals and the benefit of learning listening contextually. After the
first movie scene the researcher let the student catch something from the
second play without any explanation. To get the students clear description
about their ability the researcher gives they question, orally about the movie
scene. The researcher also encourage the students to listen carefully what
33
the player said in a scene or when he did something, then ask to the students
what is the player said in that time. It is repeated twice so, the researcher
really certain about it.
c. Post Activity (20 minutes)
After all, they understood what the researcher meant, the researcher
gave them a piece of test form, which is contained some incomplete sentences
based on the movie scene. But, first before the movie scene played, the
researcher gave the explanation about the test form served and the movie about
to play. Next, they tried to complete the sentences by watching the movies.
Completing sentences is the lowest test given to them before they do answering
question about the movie scene. Because of the limited time, the researcher
ended the meeting by gave the students a suggestion how improve their
listening ability by watching movies in their house. Beside that, the researcher
also gave them a question sheet to be answered by the students at home.
4.1.2.3 Observation
After conducting the first meeting, the researcher tried to observe the whole
activity in the first meeting. In this meeting, many of students still got
difficulties about the listening new vocabulary without explanation first, and
high speed spelling words in the movie scene in Ratatouille and many others.
Beside that, the class’ condition was a little bit noisy that was caused by they
are attracted to the movie scene and ignoring the words spelled.
4.1.2.4 Reflection
After all, the researcher analyzed and gave scoring to the students’
assignment which given in the first meeting compared with the criteria of
34
success. If their score met with it, the observation must be stopped. Here were
the results of first meeting.
Table 4.1.2.4.1 Students’ score
No NameCollecting the task
Score NoteYes No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Abu Rizal T.P
Adi Irawan
Agung D.C
Amrullah
Anisatul M.
Diana Asmawati
Doni Ariyadi
Endang Hartini
Erik Eriska
Faridatul K.S
Firman Nur R
Hendrik S.
Himami H.
Ike Wahyuningsih
Imam Syafii
Indah Rahmawati
Intan Aprilia
Lailatus Salama
M. Fahur Rosi
Miftahul Jannah
Moch. Iqbal Arif
Nur Azizah
Putri Wulandari
Saiful Rizal
Syaiful Rohman
74
74
-
44
50
C
-
B
-
-
C
-
B
B
C
D
D
-
D
C
-
-
C
C
-
They had low
attention to the
words, language
used in the
movie scene.
Need more
adaptation.
35
26
27
28
Uswatun Hasanah
Vindika Afandi
Yuliyatin
B
-
D
16 (51 %) 12 (49%)
Table 4.1.2.4 .2 Students’ opinion about listening
DescriptionF N Percentage
Question 1. Is Listening Difficult?Answer
a. Yesb. No
1711 28
60.5 %39.5 %
Total 28 28 100 %
From the table above, we knew that there were 17 students or 60.5 % said that
listening was difficult and 11 students or 39.5 % said that writing was not so difficult.
Table 4.1.2.4..3. Students’ opinion about new method
DescriptionF N PercentageQuestion 2. Do you like teaching listening by
watching movies ?Answer
a. Yesb. No
1315
28 46 %54 %
Total 28 28 100 %
From the table above, we knew that there were 13 students or 46 % of students in
MTs. Nusantara said that they liked this method and 15 students or 54 % said that they
did not like this method.
Table 4.1.2.4.4. Watching movies improve listening ability
DescriptionF N PercentageQuestion 3. Does watching movie scene improve
your listening ability?Answer
a. Yesb. Noc. Sometimes
13114
2846.4 %39.3 %14.3 %
Total 28 28 100 %
36
From the table above, we knew that there were 13 students or 46.4 % of students
in Mts. Nusantara said that watching movies scene helped them in improving listening
ability, 11 students or 39.3 % said that it did not help them on doing writing and 4
students or 14.3 % said that it helped them sometimes.
Table 4.1.2.4.5. The students feeling on the use of movies scene by teacher
Description
F N PercentageQuestion 4. Do you feel happy, fun and enjoy if
teacher used the movie scene in teaching-learning process?
Answer:a. Yesb. Noc. Sometimes
1396
2846.5 %32.1 %21.4 %
Total 28 28 100%
From the table above, we knew that there were 13 students or 46.5 % of students in
MTs. Nusantara felt happy, enjoyed and fun if teacher used the movie scene on teaching-
learning process, there were 9 students or 32.1 % who said that No and they were 6
students or 21.4 % who said that sometimes it could make them happy, enjoy and fun
and sometimes not. It was depend on the theme that they were talking about.
Table 4.1.2.4.6 The method could make them eager in listening
Description
F N PercentageQuestion 5. Do you think that by using this
method, It could motivate or make you eager in listening?
Answera. Yesb. No
1414
28 50 %50 %
Total 28 28 100 %From the table above, we knew that there were 14 students or 50 % of students
in MTs. Nusantara thought that by using this method, it could motivate them in doing
listening assignment and 14 students or another 50 % said that No.
37
4.1.2.5 Re-Planning
After knowing that in the first meeting the students’ score did not meet with
the criteria of success and it was caused by students’ confusing, the researcher
and teacher did the Re-planning for the second meeting to make it better.
a. Designing Teaching Listening Process and test
On designing teaching listening by watching movie scene, the researcher did
not change the design, he only gave more attention to the students and giving
explanation and using of the instrument to the students how to use it properly.
The preparation also deal with the programs to be carried out which include the
preparation of teaching listening by using movie scenes. The teaching learning
process conducted into four steps: introducing, pre-listening test, whilst teaching
listening test and post test. The written text of the movie scene dialog given in the
beginning to ease the student adapts the situation. Moreover, the researcher gave
the students examples of how fill the test by listening the movie scene.
b. Determining Criteria of Success.
On determining of success, the researcher and also teacher did not want to
change the criteria of success. We were sure that the students capable to achieve it
that was 70 for the minimum score.
4.1.2.6 Meeting 2
This second meeting was conducted at March 14th, 2010. There were 28
students. The activity was divided into five components; there were: Pre
Activity, Whilst Activity, and Post Activity. After those activities, the
researcher continued to the observation, and reflection.
38
a. Pre-Activity
First, the teacher does what he always does in the beginning of study that
is apperception. After that, he review the topic discussed before. He also
asked the questionnaire sheet that had been given in the first meeting to be
collected.
b. Whilst Activity
After that, the teacher and researcher asked them to watch the first movie
scene in this second meeting. At the end of the play the researcher explained
the previous movie scene and asked some question orally. Because some of
the students still had some difficulties in understanding the movie scene, the
researcher played it for second time, this time the students got more
enthusiastic and paid more attention to the movie scene, though some
students had difficulties on some vocabulary.
The next movie scene played after the explanation and question about the
first movie scene. The students little bit behave with this method. They
almost understand about the whole story, though they still felt hard to
remember the parts of movie scene. Some question also answered well by the
students. But, when they given a paper which is consist of incomplete
sentence some of they students could not fill it correctly. So, the researcher
played the movie scene again whiles the student finding the answer of
incomplete sentences.
39
c. Post Activity
At the last activity, the researcher composed seven groups of the students
in the classroom. Then the researcher asked them to note some question to
discuss together after the movie scene played and some explanation given. At
the end of the meeting the groups ordered to discussed it at home, the
researcher asked to all groups should collect it next week.
4.1.2.7 Re-Observation
After conducting the second meeting, the researcher tried to observe the
whole activity in the second meeting. In this meeting, there were only some
difficulties that were faced by the students, but it did not matter because they
had eagerness to write and they looked enjoyed on doing the teaching-learning
process. It was all because they began familiar with this method.
4.1.2.8 Re-Reflection
After all, the researcher analyzed and gave scoring to the students’
assignment which given in the second meeting compared with the criteria of
success. If their score met with it, the observation must be stopped. Here were
the results of second meeting.
Table 4.1.2.8.1. Students’ score
No NameCollecting the task
Score NoteYes No
1
2
3
4
5
6
Abu Rizal T.P
Adi Irawan
Agung D.C
Amrullah
Anisatul M.
Diana Asmawati
B
B
C
B
B
B
40
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Doni Ariyadi
Endang Hartini
Erik Eriska
Faridatul K.S
Firman Nur R
Hendrik S.
Himami H.
Ike Wahyuningsih
Imam Syafii
Indah Rahmawati
Intan Aprilia
Lailatus Salama
M. Fahur Rosi
Miftahul Jannah
Moch. Iqbal Arif
Nur Azizah
Putri Wulandari
Saiful Rizal
Syaiful Rohman
Uswatun Hasanah
Vindika Afandi
Yuliyatin
C
B
D
C
C
D
B
B
C
D
D
C
C
B
D
C
B
B
C
B
B
C28 (100 %) NIHIL
Before going home, the researcher gave them once more a questionnaire sheet
that should be answered by them and collected also in the next meeting. Here was the
description of the questionnaires sheet.
41
Table 4.1.2.8 .2 Students’ opinion about listening
DescriptionF N Percentage
Question 1. Is listening dificult ?Answer
a. Yesb. No
1018
28 35.7 %64.3 %
Total 28 28 100 %
From the table above, we knew that there were 10 students or 35.7 % said that
listening was difficult and 18 students or 64.3 % said that writing was not so difficult.
Table 4.1.2.8.3. Students’ opinion about new method
DescriptionF N PercentageQuestion 2. Do you like teaching listening by
watching movies?Answer
a. Yesb. No
199
28 67.6 %32.4 %
Total 28 28 100 %
From the table above, we knew that there were 19 students or 67 % of students in
MTs. Nusantara said that they liked this method and 9 students or 32.4 % said that they
did not like this method.
Table 4.1.2.8.4. Watching movies improve listening ability
DescriptionF N PercentageQuestion 3. Does watching movie scene improve
your listening ability?Answer
a. Yesb. Noc. Sometimes
2134
2875 %
10.7 %14.3 %
Total 28 28 100 %
From the table above, we knew that there were 21 students or 46.4 % of students
in MTs. Nusantara said that watching movies scene improve their listening ability, 3
42
students or 10.7 % said that it did not help them on doing writing and 4 students or 14.3
% said that it helped them sometimes.
Table 4.1.2.8.5. The Students Feeling on The Use of Picture By Teacher
Description
F N PercentageQuestion 4. Do you feel happy, fun and enjoy if
teacher used the portfolio method in teaching-learning process?
Answer:a. Yesb. Noc. Sometimes
1837
2864.3 %10.7 %25 %
Total 28 28 100 %
From the table above, we knew that there were 18 students or 64.3 % of students in
MTs. Nusantara felt happy, enjoyed and fun if teacher used the portfolio method on
teaching-learning process, there were 3 students or 10.7 % who said that No and they
were 7 students or 25 % who said that sometimes it could make them happy, enjoy and
fun and sometimes not. It was depend on the theme that they were talking about.
Table 4.1.2.8.6 The method could make them eager in listening
Description
F N PercentageQuestion 5. Do you think that by using this
method, It could motivate or make you eager in listening?
Answera. Yesb. No
199
28 67.9 %32.1 %
Total 28 28 100 %
From the table above, we knew that there were 19 students or 67.9 % of students in
MTs. Nusantara thought that by using this method, it could motivate them in doing
listening assignment and 9 students or another 32.1 % said that No.
43
4.1.2.9 Re-Planning
After knowing that in the second meeting some of the students’ score still
did not meet with the criteria of success and it was caused by organizing the
sentences in making sequence and also in doing self and peer assessment. So,
the researcher and teacher did the Re-planning for the third meeting to make it
better.
After knowing that in the first meeting the students’ score did not meet with
the criteria of success and it was caused by students’ confusing, the researcher
and teacher did the Re-planning for the second meeting to make it better.
a. Designing Teaching Listening Process and test
On designing Portfolio Assessment, the researcher did not change the design,
He only gave more attention how to listen better, keep pace with the words spell
and understand to things said in the movie.
b. Determining Criteria of Success.
On determining of success, the researcher and also teacher did not want to
change the criteria of success. We were sure that the students capable to achieve it
that was 70 for the minimum score.
4.1.2.10 Meeting 3
a. Pre-Activity
This second meeting was conducted at March 19th, 2010. There were
28 students. The activity was divided into five components; there were:
Pre Activity, Whilst Activity, and Post Activity. After those activities, the
researcher continued to the observation, and reflection.
44
b. Whilst Activity
After collecting the questionnaire sheet and the second assignment,
we (the teacher and researcher) got surprise. They all did the homework
even though some of the students’ works still need some revisions. After
that, the researcher gave explanation to the students how to understand
better than before, how to keep pace with the words spelled in the movie
scene and the students listen to the researcher’s explanation very
carefully. The students had reach the highest attention since the first
movie scene played at the first movie played in the third meeting. Without
any explanation they also could fill the incomplete sentence given.
Although some students had not finished it well, and they need to
replayed to the movie scene to correct their incomplete sentence.
After finishing the first movie scene, the researcher gave the
students the next two movie scenes. By giving some explanation this time
the researcher give the students question test form. Fortunately they had
involved to the teaching learning process. So, they could answer they
question form test quite well, although it is the first time they did this test
model. The researcher asked the students to collect the form in front of
the class.
c. Post Activity
After doing those activities above, the researcher played the last
movie scene. Now, the student gave no explanation by the researcher.
They listen to the movie scene carefully and answered the question.
45
At the last they submit their paper test form. And the researcher gave
them a message, that by watching our favorite foreign movies, of
course which is used English as the language can improve our
listening ability, enrich our vocabulary and also new experience in
contextual words use.
4.1.2.11 Re-Observing
After conducting the third meeting, the researcher tried to observe the
whole activity in this meeting. In this meeting, the students had eagerness to
listening and they looked enjoyed on doing the teaching-learning process. It
was all because they really understood how to improve their listening ability
by watching movie scene.
4.1.2.12 Re-Reflection
After all, the researcher analyzed and gave scoring to the students’
assignment which given in the third meeting compared with the criteria of
success. If their score met with score of the criteria of success, the
observation must be stopped. Here were the results of third meeting.
Table 4.1.2.12.1. Students’ score
No NameCollecting the task
Score NoteYes No
1
2
3
4
5
6
7
Abu Rizal T.P
Adi Irawan
Agung D.C
Amrullah
Anisatul M.
Diana Asmawati
Doni Ariyadi
A
A
B
A
B
B
B
46
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Endang Hartini
Erik Eriska
Faridatul K.S
Firman Nur R
Hendrik S.
Himami H.
Ike Wahyuningsih
Imam Syafii
Indah Rahmawati
Intan Aprilia
Lailatus Salama
M. Fahur Rosi
Miftahul Jannah
Moch. Iqbal Arif
Nur Azizah
Putri Wulandari
Saiful Rizal
Syaiful Rohman
Uswatun Hasanah
Vindika Afandi
Yuliyatin
B
D
B
B
D
B
B
B
B
B
B
B
B
C
B
B
B
B
B
B
C28 (100 %) NIHIL
Before going home, as usual, to know the progress of the students, the researcher
gave them a questionnaire sheet that should be answered by them and collected also in
the next meeting. Here was the description of the questionnaire sheet.
47
Table 4.1.2.12.2 Students’ opinion about listening
DescriptionF N Percentage
Question 1. Is listening difficult?Answer
a. Yesb. No
325
28 10.7 %89.3 %
Total 28 28 100 %
From the table above, we knew that there were 3 students or 10.7 % said that
listening was difficult and 25 students or 89.3 % said that listening was not so difficult.
Table 4.1.2.12.3. Students’ opinion about new method
Description
F N PercentageQuestion 2. Do you like watching movie scene to
improve listening skill?
Answera. Yesb. No
262
28 92.6 %7.4 %
Total 28 28 100 %
From the table above, we knew that there were 26 students or 92.6 % of students in
MTs. Nusantara said that they liked this method and 2 students or 7.4 % said that they
did not like this method.
Table 4.1.2.12.4 Watching movies scene improve students’ listening skill
Description
F N PercentageQuestion 3. Does watching movie scene improve
your listening ability??
Answera. Yesb. Noc. Sometimes
2521
2889.3 %7.1 %3.6 %
Total 28 28 100 %
From the table above, we knew that there were 25 students or 89.3 % of students
in MTs. Nusantara said that watching movie scene improve their listening ability, 2
48
students or 7.1 % said that it did not help them on doing writing and 1 student or 3.6 %
said that it helped him sometimes.
Table 4.1.2.12.5. The Students Feeling on The Use movie scene
Description
F N PercentageQuestion 4. Do you feel happy, fun and enjoy if
teacher used the movie scene in teaching-learning process?
Answer:a. Yesb. Noc. Sometimes
262-
28-
92.9 %7.1 %
-Total 28 28 100 %
From the table above, we knew that there were 26 students or 92.9 % of students in
MTs. Nusantara felt happy, enjoyed and fun if teacher used the portfolio method on
teaching-learning process, there were 2 students or 7.1 % who said that No.
Table 4.1.2.12.6 The method could make them eager in listening
Description
F N PercentageQuestion 5. Do you think that by using this
method, It could motivate or make you eager in listening?
Answera. Yesb. No
253
28 89.3 %10.7 %
Total 28 28 100 %
From the table above, we knew that there were 25 students or 89.3 % of students in
MTs. Nusantara thought that by using this method, it could motivate them in doing
writing assignment and 3 students or another 10.7 % said that No.
49
4.1.2.13 Data Analysis
In carrying out the movie scene watching to improve the students’
listening ability, the researcher utilized some steps, they were (1) identifying
purpose of movie scene watching is to improve students listening skills, (2)
introducing the ideas of movie scene watching for listening, (3) specifying
movie scene content, (4) giving clear and detailed explanation in the use of
movie scene for improving students’ listening skill and (5) assessing the
listening test result and giving feedback student researcher conference.
The analysis of the improving students’ listening skill by watching
movies procedure was done by referring to the information that was obtained
from the observation checklist and the field notes. The information was about
the teaching listening using the movie scene activities in the class. In this
sense, the movie scene watching t improve listening ability procedure applied
in assessing students writing ability worked well even though there were
some problems in the first meeting. But since all the students knew how to
work by using movie scene to raising the bar, everything ran well. To get
additional information, the researcher also carried an interview to the teacher
and students.
4.1.2.14 Reporting the findings
After doing the data analysis, the researcher reporting the findings to the
teacher whether the students had been success to get the minimum of criteria
of success or not that made the researcher decide whether he should continue
to the next cycle of should stop. Fortunately, the data had been got were
50
shown that they had passed the standard minimum of criteria of success. So,
the researcher should stop the cycle on observing the student’ skill in
listening.
4.2 Discussion
Based on the result of the implementation, in this study, the procedure of using movie
scene in improving students listening skill had been done in five activities, they are : (1)
Preliminary
study, (2) Analysis, (3) Action, (4) Data analysis, and (5) Reporting the findings.
In this activity, the researcher tried to know what was the problem that was facing by
the students in learning English for writing skill and the teacher’s problem in teaching them
about the English in listening skill. The researcher got the data of their problem through the
interview with the student and also teacher. And their problems were writing was the most
difficult skill on learning English and how to make the students eager on doing listening.
After knowing the problems, the researcher tried to analyzed and set up or prepared what
should the researcher do to overcome these problems. So, the researcher discuss with the
teacher about his planned to teach the students by using movie scene. After getting approval
by the teacher, the researcher o prepared everything that would be needed in doing it.
After preparing everything that he would needed on teaching-learning process of
teaching listening by using movie scene, the researcher begin his observation by action that
were divided into three meeting.
In the first meeting, the researcher explained the importance of movie scene watching.
Since the movie scene watching in improving listening skill was something new to the
51
students, it was necessary to introduce the idea of it clearly. The students were also
acknowledging about assessment tools.
The researcher continued to the purpose and focus of movie watching for listening
ability improving. To start the discussion, the researcher stimulated the students’ responses
with some question. In explaining the purpose of portfolio assessment, the researcher showed
the students a portion of students’ work over a certain time, how to improve, how to reflect on
how to evaluate their own in listening. After that, the researcher discusses the use of movie
scene watching to improve their listening ability..
It was done to make sure that all the students behave students to watching movies scene
as the media to improve their listening skill. But, on doing it, the researcher got some students
got difficulties on understanding and implementing what the researcher explained before. So,
the researcher gave guidance to all of the students who got difficulties by re-explaining and
showing the way how to use them. So that, they really behave students to watching movies
scene as the media to improve their listening skill and then they could do the learning-teaching
process smoothly. In knowing the progress of the students, the researcher gave them a
questionnaire sheet which asked them about listening skill and their opinion about watching
movie scene method in improving their listening skill. Every meeting done by the researcher
and the students by many improving in all sides of listening ability. Overall the students enjoy
and adapted well to this kin d of method
Knowing that, they had been liked of this method on listening activity and got no
difficulties, the researcher began giving them the optional task. They had to write their own
experience in the past and the topic was decided by them.
After doing the implementation that was consisting of three meetings, the researcher did
the data analysis to know whether the method of watching movie scene had make them
52
improve their listening or not. If it worked and the minimum standard of criteria of success
had been reached, it meant that the method success and the observation should be stop. And
here were the results.
Tabel 4.2.1. Students’ score of watching movies scene to improve the students listening skills
No NameScore / meeting
1st 2nd 3rd
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
Abu Rizal T.P
Adi Irawan
Agung D.C
Amrullah
Anisatul M.
Diana Asmawati
Doni Ariyadi
Endang Hartini
Erik Eriska
Faridatul K.S
Firman Nur R
Hendrik S.
Himami H.
Ike Wahyuningsih
Imam Syafii
Indah Rahmawati
Intan Aprilia
Lailatus Salama
M. Fahur Rosi
Miftahul Jannah
Moch. Iqbal Arif
Nur Azizah
Putri Wulandari
Saiful Rizal
Syaiful Rohman
B
B
-
D
D
C
-
B
-
-
C
-
B
B
C
-
D
-
D
C
-
-
C
C
C
B
B
C
B
B
B
C
B
D
C
C
D
B
B
C
D
D
C
C
B
D
C
B
B
C
A
A
B
A
B
B
B
A
D
B
B
D
A
A
B
C
C
B
B
A
C
B
B
A
B
53
26
27
28
Uswatun Hasanah
Vindika Afandi
Yuliyatin
B
-
D
B
B
C
A
B
B
Tabel 4.2.2. Students’ opinion
1st Meeting 2nd Meeting 3rd Meeting
Questionnaires F NPercent
ageF N
Percentage
F NPercent
age1. Is listening difficult ?Answer
a. Yesb. No
1711
28 60.5 %39.5 %
1018
28 35.7 %64.3 %
325
28 10.7 %89.3 %
Total 28 28 100 %2. Do you like watching
movie scene to improve listening skill?
Answera. Yesb. No
1315
28 46 %54 %
199
28 67.6 %32.4 %
262
28 92.6 %7.4 %
Total 28 28 100 %3. Does watching movie
scene improve your listening ability?
Answera. Yesb. Noc. Sometimes
13114
2846.4 %39.3 %14.3 %
2134
2875 %
10.7 %14.3 %
2521
2889.3 %7.1 %3.6 %
Total 28 28 100 %4. Do you feel happy, fun
and enjoy if teacher used the movie scene in teaching-learning process?
Answera. Yesb. Noc. Sometimes
1396
2846.5 %32.1 %21.4 %
1837
2864.3 %10.7 %25 %
262-
28-
92.9 %7.1 %
-Total 28 28 100 %
5. Do you think that by using this method, It could motivate or make
54
you eager in listening?Answer
a. Yesb. No
1414
28 50 %50 %
199
28 67.9 %32.1 %
253
28 89.3 %10.7 %
Total 28 28 100 %
After analyzing and knowing the results, the researcher did reporting to the teacher
that there was good progressing on students for watching movie scene on teaching-learning
process for improving listening skills on learning English. So, the researcher thought that the
data had been enough and the score minimum of criteria of success had been reached. That
was why the researcher decided that the cycle should be stop.
4.3 Watching movies scene to improve students’ listening skill in Theoretical Perspective.
As Ana Maria Schwartz stated in Listening in a foreign language (1998) Listening
typically occurs in conjunction with visual information. Take an imaginary snapshot of
yourself right now, as you are and then examine the “picture” for clues of what is going
on; now add the audio ”Yes! The visual component plays a key role in understanding the
aural message. Video presents the viewer with information conveyed via aural and visual
channels. Rather than making competing demands for cognitive resources, each channels
seems to contribute to the processing effort in specialized but complementary ways: the
visual channel taps into bottom up process, focusing on details; and the aural channel taps
into top down processes, drawing upon information, or schemata, stored in memory.
The important things that the researcher found in this study was the students enjoyed
joining this study. It was caused by (a) they got a new experience in which they were given
a chance to improve their listening skill by watching movies, (b) behave with native
55
speaker say in the movie scene, (c) understands more new vocabulary and its use in daily
life communication, (d) learn to listen language contextually.
56
CHAPTER V
Conclusion and Suggestion
This chapter presents the conclusion and suggestions derived from the research
findings and discussion that is elaborate in proceeding chapters. The conclusion with the
model of portfolio assessment, the collection of the students’ work, students’ response toward
the method of using portfolio assessment in writing and the strength and weakness of the
model developed. Meanwhile, the suggestions are directed to the action to be done to follow
up the findings of the research.
5. 1 Conclusion
On the basis of the research finding of teaching listening by watching movie scene in
MTs. Nusantara only done three cycles. The conclusion can be drawn as follows as the answer
of the research question of this study.
1. The teaching listening by watching movie scene model consist of five interrelated stages,
they are;(a) Identifying Teaching Goal to Teach Listening Using Movie Scenes.
(b)Recognizing the Teach Listening Using Movie Scenes to the Students. (c) Determining
Movie Scenes Used as the media. (d) Explain to Them How to Improve Listening by
Watching Movie. (e) Designing the Test Form for Teaching Listening Using Movie
Scenes.
2. The implementation of teaching listening by watching movie scene requires the researcher
to follow the important procedures. In the initial action, the classroom activity is initiated
by introducing the concept of teaching listening by watching movie scene and the class
followed by giving clear and detailed explanation of the method. After that, the researcher
57
discusses the test conducted related with the movie scene contents and how each of the
content will be assessed. Next, the researcher gives comments and encouraging feedback
through the use of the comment card. Finally, the researcher conducts conference in which
the students are encouraged finding their strength and weakness as a listeners.
3. The implementation of the watching movie scene for teaching listening is effective for
assessing listening skill for the student of Junior high school level especially in MTs.
Nusantara Probolinggo. The effectiveness of this assessment is indicated by the numerous
samples of students’ work in listening.
4. The students have positives response toward the use of watching movie scene assessment
in assessing listening competence. Besides, the watching movie scene can enrich the
students’ vocabulary, recognize better contextual language used.
5.2. Suggestions
To follow up the findings, some of suggestions are also made to be addressed to the
teachers, the students, the school principal and also the government.
1. To the Teachers
Considering that the method of watching movie scene can effectively assess the students’
listening skill, English teachers are recommended to apply this model as an alternative
means of teaching listening for the students. Besides, they are also suggested to socialize
this assessment model through teacher’s forum such as : Musayawarah Guru Mata
Pelajaran (MGMP), in serve training, workshop, or even seminar.
2. To the Students
In view of the advantages of watching movie scene to improve their listening skill that can
ease the student in their daily activity in the school especially in English lesson. Besides
58
that, watching movies are favorite activity for some students’ moreover English movies
can increase their listening skill ability.
3. To the School Principal
Implementing watching movies demands an extraordinary commitment form all the
education of school components. It is suggested that the school principal should provide
the instrument and the resources to facilitate the implementation of this teaching strategy
in teaching listening.
4. To the Government
Initially, implementing watching movies in teaching movie scene, no doubt needs an extra
investment of time, effort, and also money, which easily causes resistance of negative
responses from teachers and / or students, especially form novice teachers or teachers who
hate making no changes. Therefore, training programs or workshop should be developed
by the government of educational organizations to help teachers understand the advantages
of using movies watching in learning foreign language and also direct or guide for the
teachers how to practice this teaching listening in their classroom activity.
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