THE INFLUENCE OF FILM TO IMPROVE STUDENT’S

LISTENING AND SPEAKING SKILLS IN PUBLIC SENIOR

HIGH SCHOOL IN SUKABUMI

THESIS
Submitted to the English Education Department
in Partial Fulfillment of the Requirements for the Master’s Degree of English
Education

Name : Ria Hindriani

NPM : 20197479097

ENGLISH EDUCATION PROGRAM

POSTGRADUATE FACULTY
INDRAPRASTA PGRI UNIVERSITY
JAKARTA
2020
 CHAPTER I
INTRODUCTION

A. Background

Language is a very important means of human spoken communication

and spoken is the main medium, as is the case with English. English is used as

a second language in both formal and informal activities. The use of foreign

languages as a means of spoken communication is often encountered in daily

communication. Abdullah, U., & Rahman, I. F. (2017). The Correlation

Between Student’s habit in Watching Movie and Listening Skill. ETERNAL

(English, Teaching, Learning, and Research Journal), 3(1), 97–106.

Therefore, speaking is not enough to rely on vocabulary mastery

skills, but also must have adequate grammar knowledge. In addition, English

is a tool for verbal and written communication. Communicating that we know

is understanding and expressing information, thoughts, feelings and

developing science, technology and culture. The ability to communicate here

in terms of the ability to discourse, namely being able to understand and

produce oral or written text which is realized in two language skills, namely

receptive skills and productive skills. Receptive skills include listening skills

and reading skills, while productive skills include speaking and writing skills.

Therefore, English subjects are directed to develop these skills so that

1
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graduates are able to communicate and discourse in English at a certain

literacy level. The level of literacy in learning English, especially high school

students (SMA) is the level at which students are expected to be able to access

knowledge with language skills.

Film play a crucial part. When someone mastered a foreign language.

In practice, many learners have difficulty mastering English. One of them is in

listening skills. There are several difficulties in listening, one of which is that

the listener is unable to concentrate due to various things such as unattractive

topics, physical exhaustion, noisy environments and so on. This is very

closely related to the learning media used. One of them is that the learning

media used by educators are still conventional. This causes a lack of student

mastery of English. Listening skills are the ability to concentrate on what

other people say and read. In the process, listening skills must be supported by

a media that helps someone learn the language, especially English. The media

is useful for generating student learning motivation. One of the media used in

this process is audio visual media. This media can display sound and images

in the application. One form of audio visual media is film. Film media is an

audio-visual media that has beautiful sound effects and moving images. This

raises someone's interest to actively see and pay attention to something that is

displayed. Related to interest, interest is the internal power as sources of

motivation in teaching-learning process. Muhajir (2004:89) states that interest

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can influence the quality of achievement, and students’ learning outcomes in a

certain study.

Correlating with students’ interest in watching English movie and

speaking achievement. There is external factor that makes students interested

in speaking such as their habit in doing something for example watching

English movie. Usually students who has interest in watching English movie

also have a lot of chance to speak English because the student sometimes

repeat their utterances that the character said and try to find out what the

meaning of the utterances. By watching English movie. It is expected that the

students also can enrich their vocabulary, know how to pronounce it, and etc.

As one aspect of language, speaking plays an important role in social

life, so that speaking skills should be mastered by no one else. Thornberry

(2006: 1) states that speaking is such a natural and integral thing that we

forget how to first acquire and be able to speak, therefore when we want to

master the Asian language we have to learn again.

Correlating with students’ interest in watching English movie and

speaking achievement. There is external factor that makes students interested

in speaking such as their habit in doing something for example watching

English movie. Usually students who has interest in watching English movie

also have a lot of chance to speak English because the student sometimes

repeat their utterances that the character said and try to find out what the
 4

meaning of the utterances. By watching English movie. It is expected that the

students also can enrich their vocabulary, know how to pronounce it, and etc.

Dina Indriana (2011: 65) explains that image media is able to provide

details in the form of images as they are, so that students are able to remember

them better than verbal media and image media can solve problems that exist

in oral or verbal media, namely in limited memory in telling stories or

explaining something. In the teaching and learning process, the presence of

the media has a very important meaning, because it can represent what the

teacher is unable to say through certain words or sentences. Even the

abstractness of material can be concrete with the presence of the media. This

article aims to examine in depth the application of serial image media in

improving students' speaking skills.

Based on the above, the writer wants to know the success rate of

students' English language skills if there is a great interest in learning,

especially high school students, therefore the author is interested in

conducting research with the title "The Influence of Film to Improve Student's

Listening and Speaking Skill in Senior High School in Sukabumi "

B. Identification of the Problem and Research Questions

1. Is the film influence the student’s listening and speaking skill in Senior

High School in Sukabumi?

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2. Is the film influence the student’s listening skill in Senior High School in

Sukabumi?

3. Is the film influence the student’s speaking skill in Senior High School in

Sukabumi?

4. Is the film effective to motivate the student’s listening skill in Senior High

School in Sukabumi ?

5. Is the film effective to motive the student’s speaking skill in Senior High

School in Sukabumi?

C. Objective of the Research

The objective of this research is to assess the effect of using in this

research, the researcher conducted movie. The limitation of this research only

in listening and speaking skill to improve students’ ability. In other words, the

aims of the researches are as follow:

1. Is the film influence the student’s listening and speaking skill in Senior

High School in Sukabumi?

2. Is the film influence the student’s listening skill in Senior High School in

Sukabumi?

3. Is the film influence the student’s speaking skill in Senior High School in

Sukabumi?
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4. Is the film effective to motivate the student’s listening skill in Senior High

School in Sukabumi?

5. Is the film effective to motive the student’s speaking skill in Senior High

School in Sukabumi?

D. Scope of the Research

In this research, the researcher conducted short movie at second grade

in senior high school in Sukabumi. The limitation of this research only in

listening and speaking to improve students’ ability at second grade in senior

high school in Sukabumi.

The present study carried out in three schools only where the film was

being used. In addition, an evaluation study which aims to assess the overall

the influence of film to improve student’s listening and speaking skill in

senior high school in Sukabumi.

E. Significance of the Research

1. Theoretically, the result of the study expected to be able to improve

their skill and listening and speaking by using a film as a source of oral

language practice. Especially those who concern with teaching learning

process. They are:

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a. For The English Teacher

This study will be important use film in the class beside, the teacher

can motivate the learners to improve their skill in listening and speaking, by

applying media such as English movie, the teacher can control the class as

well as possible, so the process of teaching and learning will be reach to the

needs of students.

b. For the learners

By watching film, the learners are able to improve their listening and

speaking skill. Also, students will be more attracted in learning English

without under pressure feeling and forced.

2. Practically, the result of the study expected to give some

contributions for those who concern in English language teaching and

learning, especially in speaking. They are:

a. For the English teacher

The English teacher know the problem faced by the learners in speak

English and know what types of movie that can be applied to the students that

will enable them to develop some techniques or strategies to improve the

learners in listening and speaking.

b. For The Learners

1) Knowing their own problem when speak English will help the

learners know their current mastery on English and which part of their English
 8

should be reviewed. Furthermore, the students are expected to be able to

improve their mastery and competence in English.

2) Knowing their hobby or their interest in watching English movie

will guide or motivate them to improve their speaking in term of how to

pronounce, how to understanding the information and vice versa.

c. For The Other Researcher

The result of this research is expected to serve as references that are

useful and beneficial for them in conducting further research.

F. Paper Organization

The research report is presented in five chapters. They cover

Introduction, Review of Literature, Research Methodology, Result and

Discussion, and Conclusions and Suggestions. The first chapter describes six

subtitles: Background, Identification of the Problem and Research Questions,

Objective of the Research, Scope of the Research, Significance of the

Research, and Paper Organization.

The second chapter explains some viewpoints of Role of Textbooks in

English Language Teaching, Approaches to Materials Evaluation, Models for

the Evaluation of Language Teaching Materials, and Criteria for Materials

Evaluation. The Description of the Criteria to be Used in The Present Study as

well as Empirical Studies on Textbooks and Materials Evaluation are also

presented in this chapter.

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The third chapter discusses Time and Location of the Research,

Method of the Research, Population and Sample, Technique of Data

Collection, Research Instrument, and Technique of Data Analysis. The fourth

chapter presents Data Information and Description as well as Discussion. The

last chapter shows the Conclusion and Suggestions.

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CHAPTER II

REVIEW OF LITERATURE

A. Theoretical Review.

English is a kind of arts about language, as well as a professional

course. Since it is language, surely is practical, which needs to open the mouth

to speak. At present, the study of English in junior high school is mostly mute

English serving for the examination oriented education. It is important to

improve the level of college English teaching and the quality of oral English

teaching and listening teaching. There is no shortcut to language learning, if

so, it must be listening and saying. The language in the movies comes from

life, which is the reprocessing of life language. On one hand, watching

English movies and repeatedly listening to the dialogue can open up the

vocabulary of students, so that students can easily remember more practical

words; on the other hand, they also cultivate their sense of language and

improve their information sensitivity. English movies reappear the real life,

learning, and life scenes in its full implementation of the story, will not let the

students feel tired and boring, but stimulate their morale, which provides more

choices for the students’ oral expression.

Everyone has learned a language them since they were toddlers,

especially learn their native language. Regardless of studying Mother tongue,

Ability in Listening Skills in English as a foreign language too plays an

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important role in the process learning communication skills. As where do we

know that communication is part of everyday activities human. Through

communication with using language, we can share ideas and thoughts with

other people.

According to Tarigan (2015: 2) language skills have four components,

namely listening skills, speaking skills, reading skills and writing skills. Every

skill is very close in terms of skill others in various ways. In skill skills

language, we go through regular relationships and relate to one skills with

each other. Listen and speak we are free before entering school. At first in

childhood we listened the language used by those around us, then from the

words that have been we get from the listening process we learned to speak,

then we will learn to read and write. The four skills were interviewed a unity

called a single chess.

1. Listening Skills

In teaching English language skills in Indonesia, listening is a skill that

is considered difficult but neglected when compared with other language

skills such as speaking, reading and writing. This is because it is deep

teaching English in teacher schools tends to give priority teaching speaking,

reading, and writing skills (writing). For listening skills, the teacher gives less

portion compared to the other three skills. Generally teaching skills listening

is taught by the teacher by reading a text and students are instructed hear. The

teacher repeats reading the text until two or three times, after that students are
 12

asked to answer questions given by the teacher. When we see that this method

is very ineffective and adequate for teaching.

Related to the above problems, hence English as English as a foreign

language it also needs to be studied how so can be learned with easy by

students as where they are learning mother tongue when I was a child where

listening / listening skills is their first skill do. listening skills constitute most

used skills in everyday life (Burely-Allen,1995). Burely further stated that

more than 40% of our daily communication focused on listening, 35% for

speaking, 16% in reading, and only 9% for writing. Nunan (1997) emphasized

that 50% of the time is used by students in studying foreign languages are

spent for listening. Accordingly, listening plays an important role in foreign

language learning. Aj Hoge in the video reveals that with listening, the learner

at once which is frequent learn grammar, vocabulary, easy and more quickly

understand. He insisted that the main key to learning a foreign language is

"learn with your ear not with your eyes”.

Interest is the best teacher. When a person is interested in something,

he will have a huge power to understand it, and further grasp it. So we must

take all possible means to stimulate students’ interest in learning, so as to

improve their listening by mobilizing their enthusiasm. Interest of study

includes two kinds, namely direct interest and indirect interest. Among them,

direct interest comes from the learning process, while the indirect interest

from the study purpose. Direct interest will reinforce the interest of learning,
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and reduce the burden of learning and psychological pressure of students;

indirect interest is to enhance the students’ learning perseverance and

confidence in their learning. Both direct interest and indirect interest are not

born, but are formed by the cultivation of the day after tomorrow.

Interest arises from the emotion; it is difficult to produce a strong

interest in something in the lack of real environment of the emotional

development. Art is the best bridge of emotional communication, especially in

English listening learning. English movies is the creation of life, which has an

obvious effect on the emotional change. The story, rich, colorful pictures, and

actor’s emotion in the English movie can stimulate students’ learning

enthusiasm than the boring English teaching materials, as well as improve

their learning enthusiasm. When students have a strong interest in English

movies, they will be interested in the language in movies, which further

stimulate students to imitate and pursue the passion for film language.

Many research about Listening that researcher found that related to

this research but not similar with this research. For examples, Ramadhika

(2014) found that the use of animation videos in English teaching and learning

process can improve the students’ listening skills and the teacher’s

performance. There was an increasing mean score of the students from 7.2 in

the pre-test to 8.2 in the post-test. There were some good improvements in

some aspects such as their familiarity in listening to English words and their

vocabulary.
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In addition, Whatley (2012, p.51) states that the presence of film and

video changes the learning atmosphere of the class, as ESL/EFL students are

hearing authentic English in real life scenes and natural settings. In

developing students’ listening skill, the teacher is able to use movies as a great

media and a positive influence to the students. It can be suitable teaching

device in English learning as the target language. Some practitioners still

believe that today language learning is a process that goes linear / straight,

that is begins with mastering spoken language (listening and speaking) and

new then switch to the written language (reading and writing). Ghazali (2010:

168) say that listening is a means to start production spoken or spoken

language, which is meant by speaking here is imitating texts taught orally.

Silaški and Đurović (2013) note that “the correct ‘unpacking’ of novel

blends by nonnative speakers of English requires the right cultural

background, and if the knowledge of that background is missing, that is if

extra linguistic opacity occurs, novel blends remain either incomprehensible

or miss decoded.” (p.102). . In addition, since Ratkovic-Njegovan,

Vukadinović and Nešić-Grubić (2011) note that “according to some recent

research (UNICEF u Srbiji, 2005 – 2009), young people in Serbia lack interest

in any social issue outside their peer circles, tend to reject any authority, show

no awareness or enthusiasm towards social goals of general significance”

(p.658) this study also aimed at investigating students interest into some

cultural issues and their reflection on language learning.

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2. Speaking Skills

Speaking is a production skill that falls into two main categories:

accuracy and fluency. Accuracy consists of the use of vocabulary, grammar

and pronunciation through several activities, fluency takes into account "the

ability to keep going when speaking spontaneously" (Derakhshan, Khalili, &

Beheshti, 2016). Sidik (2013) argues that "it shows that oral interactions can

be characteristic in terms of routines, which are conventional ways of

presenting information that can focus on information or interaction".

According to Koşar & Bedir (2014), speaking is an interactive process of

constructing meaning that consists of producing and receiving information.

Speaking is a language skill through which someone can express ideas

or information to the others. In the same way, Brown (2003: 140) defines

speaking as oral interaction where the participants need to negotiate meaning

contained in ideas, feeling and information, and manage in terms of who is to

what, to whom an about what.

From all the statement above, it can be concluded that speaking is one

of the language skills that focuses on verbal interactions. This can produce,

send or receive information accurately and smoothly. The speaker must pay

attention to vocabulary, grammar, as well as pronunciation.

According to Masykur (2016), media are all things that can be used to

convey messages from the sender to the recipient, so that they can stimulate

students' thoughts, feelings, talents, and attention so that the learning process
 16

takes place. Thus, creating more active and critical media users, which will

always be more demanding in the future. Media Education has to do with film

and television, the press and radio, its impact on student progress. It has to do

with what is taught through the media, when and how. The aim is to enable

students to develop critical thinking, analyze and reflect on their experiences

when using various media facilities (Latif & Afzal, 2016). From the statement

above, it can be concluded that the media is a tool for delivering messages

from the sender to the recipient. The aim is to enable students to develop

critical thinking, analyze and reflect on their experiences when using various

media tools.

Speaking can be described as the ability of person to express their

ideas. Littlewood (1981: 1) states that speaking ability is a combination of

structural and functional aspect of language. The structural aspect

concentrates on the grammatical system, describing way in which linguistic

items can be combined. It is understood that speaking is a very difficult and

complex skill to be learned especially by the foreign language students. There

are many different abilities included in this skill. Arthur Hughes (1990: 110)

says that speaking ability on four components: contents, fluency, eye context

and pronunciation. In short, speaking involves different abilities, which

should be used simultaneously.

The goal of teaching speaking should improve students’

communicative skills. It means that students can express themselves and learn
 17

how to follow social and culture rules appropriate in each communicative

circumstances. Students are expected to be able to produce the language they

learn. In teaching speaking, it cannot be separated from grammar, vocabulary

and pronunciation. Brown (2003: 140) explained that “the ability of speaking

fluently is followed naturally from the teaching of grammar and vocabulary,

with a bit pronunciation thrown in”. In nature teaching speaking there is

contributions of grammar, vocabulary and pronunciation.

3. Movie

a. Definition Movie

A movie is one of the visual aids that can be used in a listening and

speaking class. It makes lessons more fun. It can also be used to create

situation for listening and speaking classes more clearly, that the students

have big enthusiasm in teaching learning process.

According to Hornby (2006:950) movie means a series of moving

picture recorded with sound that tells a story, shown at cinema/movie. Movie

or film is a term that encompassed individual motion pictures, the field of

movie as an art form, and the motion pictures industry. Movies are produced

by recording image from the world with cameras, or by creating images using

animation techniques or special effect.

In the film or movie theory, genre refers to the primary method of

movie categorization. The main types are often used to categorized movie
 18

genre; setting, mood, and format. The movie’s location is defined as the

setting. The emotional charge carried throughout the movie is known as its

mood. The film may also have been shot using particular equipment or is

presented in a specific manner, or format. The function of film/movie is to

educate, entertain and inspire the reader’s international language. A

movie/film can teach people about history, science, and human behavior.

Some films combine entertainment with instruction, makes the learning

process more enjoyable. Movie will be very successful if they are used

carefully and creatively prepared by the teacher, and they used effectively to

support the presentation of the teachers’ explanation.

As a good teacher, we need to use media as a method in teaching

learning process because by using media as film or movie, teacher can give

new atmosphere in their class so that the students‟ enthusiasm in teaching

learning process, beside media can help students master the material that the

teacher gives them. Movie can be an effective media in teaching learning

process because it stimulates students both receptive skills (listening and

reading) and productive skill (speaking and writing). In fact, movie can fulfill

different function for learners at different level of proficiency. For beginning

learners, it can provide examples of authentic language use in limited context

of use. For higher level students, movie can provide variety, interest,

stimulation and help to maintain motivation.

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b. The type of the movie

The types of movie of film as follows:

1. Documentary Film

A documentary film supports to present factual information about the

world outside the film. As a type of films, documentary present

themselves as factually trustworthy. According to Bardwell and

Thompson there are two types of documentary films, they are: a).

Compilation films; produced by assembling images from archival

sources. b). Direct cinema; recording an ongoing event „as it happens‟

with minimal interference by the filmmaker

2. Fictional Film A fictional film presents imaginary beings, places or

events. Yet, if a film is fictional, that does not mean that it is it is

completely unrelated actuality. For one thing, not everything shown or

implied by the fiction films needs to be imaginary, a typical fictional film

stages its events; they are designed, planned, rehearsed, filmed and re-

filmed. In a fictional film the agents are portrayed or depicted by an

intermediate, not photographed directly in documentary.

3. Animated Film Animated films are distinguished from live-action ones

by the unusual kinds of work that are done at production stage. Animation
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films do not do continuously filming outdoor action in the real time, but

they create a series of images by shooting one frame at a time.

c. The advantages of Movie

Teaching is general or English teaching in particular ia a combined effort

of various components to achieve a certain goal. It means that the success

of teaching is not determined by a single component, by the roles of all

components involved. However, in teaching and learning process, a

teacher must bring all components into classroom and apply them.

Harmer (2001: 282-283) states that there are many reasons why movie

(film) can be used in language learning.

The advantages of using movie will be explained as follows:

1. Seeing language-in-use

When using movie, students do not just hearing language, they see it

too. This greatly aids comprehension, for example; general meaning and

moods are often convoyed through expression, gestures, and other visual

clues. Students can imitate some expressions or gesture in spoken

language.

2. Cross cultural awareness

A movie uniquely allows students beyond their classroom. This is

especially useful if they want to see, for example, typical British “body
 21

language‟ when inviting someone out, or how American speaks to

waiters. Movie is also of great value in giving students a chance to see

such thing as what of food people eat in other countries, and what they

wear. They not only learn about language, but also they can learn about

culture of another country.

3. The power of creation

When students make their own movie as media in teaching and

learning process, they are given potential to create something memorable

and enjoyable, so students will be enjoyable in learning activity.

4. Motivation

For all of the reasons so far mentioned, most students show an

increase level of interest when they have a chance to see language in use

as well as hear it. It can motivate students in teaching learning process.

d. Element of Movie

To analyze the film, the first thing is to understand the elements of it.

There are five elements of story, they are:

1) Setting

The setting is the time and place in which it happens. Authors often

use descriptions of landscape, scenery, building, seasons, and weathers to

provide a strong sense of setting.

2) Character
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A character is a person or sometimes events an animal, who takes part

in action of a story or other literary work. There are two characters of

story:

a) Protagonist,

the protagonist character is the central character or the hero, also called as

good guy.

b) Antagonist,

The antagonist character is the enemy of the protagonist, also called as

bad guy.

3) Plot

A plot is series of events and character actions that relate of the central

conflict, it is the sequence of events in a story or play. The plot is

planned, logical series of events having a beginning, middle and end.

4) Conflict

The conflict is a struggle between two people or things in a story.

There two types of conflict:

a) External,

a struggle with a force outside one’s self.

b) Internal,

a struggle within one’s self: a person must make some decisions,

overcome, paint, quiet their temper, resist an urge, etc.

5) Theme
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The theme is the central idea or belief in a story. Through recognizing

the important elements of a film, students are expected to be able to

master the material related to narrative effectively. Besides that, by

recognizing the elements of film, students will be easy to arrange their

idea in retelling the movie to the others.

e. Movie as media to improve students’ speaking

One way to support teaching and learning speaking is using media. It

can help teacher’s presentation in the classroom. It is also expected that

students will get better understanding teacher’s explanation. Besides that,

media also give contribution in improving students’ skill. Gerlach and Ely

in Azhar (2003) state that the media is person, material or events that

established condition which enable the learners acquire knowledge, skill

and attitude. In addition, media is needed to help students in acquiring

lessons that are being taught because it gives some resourceful teaching

aids that help both teacher and students in material.

Movie is one of the audio visual media that can help students manipulate

motion of picture in speaking. In this study, the use of audiovisual media

named Movie is expected to be able to motivate students to learn and pay

attention to the material given and improving their ability to speak. Movie

can be an effective media in teaching learning process because it

stimulates students both receptive skills (listening and reading) and

productive skills (writing and speaking). Kemp states that movie can be
 24

more effective than other instructional media for relating one idea to

another, for building continuity of thought, and for creating dramatic

impact. movies will facilitate students’ learning process because by

choosing appropriate film for students, they will enjoy teaching and

learning process and be easy on understanding the material given.

Movie also can fulfill different functions for learners at different levels

of proficiency. For beginning learners, it can provide examples of

authentic language use in limited context of use. For higher-level

students, video can provide variety, interest, stimulation, and help to

maintain motivation. For advanced students, movie can fulfill the same

functions as for native speakers to provide information and entertainment.

At this level, it can be used as a stimulus for discussion and debate. In

addition, it can be concluded that film is a useful way to prompt students

into narrative speaking. Choosing the right Movie is very important. A

lesson will be much easier and interesting if we use movie.

By using Movie in learning speaking, students will be more interested

in learning speaking. Besides that, they will practice regularly especially

in speaking. By using movie during teaching and learning process, it is

hoped that teacher will be able to motivate the students to learn and pay

attention to the material presented.

In this research, narrative speaking was aimed to student in order to

make them more confident to express their idea in spoken language.

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Spoken language is typically more dependent on its context than written

language is.

Besides that, the advantage of spoken language is the process of

thinking as you speak allows you to manifest a certain number of

performance hesitation, pauses, backtracking, and corrections. And one of

the most salient differences between native and nonnative speakers of

language is their hesitation phenomena. On the other hand, English

spoken has strong regional and idiomatic feature that can cause the

learner difficult to understand and also inappropriate for use in the kinds

of contexts in which many learners will be operating it.

The success of the modified Short Movie in solving student’s problem

in speaking is done with the following procedures:

a) The students divided into 5 group.

b) The researcher asked students to watch the movie carefully.

c) The researcher asked the group to found 10 words from the movie.

d) Then, the words exchanged to other groups and pronounce it.

e) After that, every group analyzed the movie.

f) The students formed a new group without join with previous groups.

And they were practice to retell each other. For the test, the researcher

used the retelling story. The students were asked in front of the class

individually to retell the movie.

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B. Previous Research

There are some previous study had been done, and they are different

problem and object with this study.

The first previous study is done by Imayati Kalean (2013) under the

title Speaking Skill Improvement By Using Movie as Media at first grade of

SMP Negeri 13 Malang. This research focuses on improving students’

speaking achievement by using short movie as media. This study used

Classroom Action Research as the research method. Based on the research

findings, the researcher concluded that there was improvement in students’

speaking achievement after they taught speaking skill by using short movie

as teaching media.

The second research is done by Siti Erichah (2011) under the title The

Use of Film as Media To Improve Students’ Narrative Speaking at IIB

Class Students’ of Mts Al-Hidayah NU 03 Kendal. The research focused on

the use film as media to improve students’ narrative speaking. The purpose

of this study was to dscribe the teaching narrative speaking using film and

to identify the improvement of students’ narrative speaking after being

taught using film.

The previous researchers above similar to research that the researcher

was conducted in students’ speaking ability. The differences of this research

 27

from the research above the subject of the research. In the first previous

study the subject of the research was at first grade of SMP Negeri 13

Malang. In the procedure of teaching in this previous study, the students

practice dialogue as like the actor did in the movie and the researcher used 2

cycle and every cycle was 4 meetings.

In the second previous study the subject of the research was at eight

grade of Mts Al-Hidayah NU 03 Kendal. The subject of this previous study

similar with this research. But, the procedures of the research were

different. In this previous study the researcher asked the students to write

important points related to the movie that will be presented to their

performance.

In conclusion, there were differences between this research with 2

previous study. In this research, the researcher used the groups taught

speaking using short movie, and before analyze the movie the researcher

asked the students to find the word of the movie and pronounce it and there

was not procedure like this in 2 previous study above.

C. Framework of Thinking

Media produced by and for native speakers can offer actual examples

of natural speech, which can be used to enhance English language lessons

(Sumonta Damronglaohapan & Stevenson, 2013).

Media not only can offer authentic instances of communication; it has

also been proven that audio-visuals attract attention to a number of

 28

different styles of learning. Fleming (2001) discusses the VARK guide to

styles of learning. Learners are able to be categorized as containing one or

more of the following learning preferences: visual (a common base of

process knowledge from diagrams, charts, pictures, maps); aural (prefer

data which is uttered or listened to); reading (prefer to obtain information

by means of the written word); and kinesthetic (a common base of process

knowledge via physical sensations). According to Gardner (2006), the

significant aspect regarding kinesthetic learners is learning simulated

experiences in which they are able to learn from watching films or

practicing other real life situations.

Furthermore, audio-visual media such as movie may draw students‟

attention more than the usage of textbooks or educational videos. Canning-

Wilson (2000) found that learners have a tendency to prefer action/

entertainment movies to documentary films inside the class in a large-scale

survey. She also points out that understanding may be due more to the

visual clues than the auditory components.

People can learn English via watching soundtrack movies as films

provide opportunities to develop fluency via pedagogically sound activities

(King, 2002). According to Etemadi (2012), teaching foreign language by

using movies can motivate and entertain learners, which makes learners

want to study, and also decrease the anxiety of not knowing the language.
 29

According to Bloomsbury International (2013), listening to native

English speakers talk to each other in the movie will help your speaking

skill, particularly their fluency in English. They will learn the process of

linking words together and putting intonation on certain words and

sentences. Moreover, hearing natives speak will help them to hear how the

words are pronounced. Especially if they are watching movies in English

and reading English subtitles, they can definitely see how the words are

written
 30

BAB III
RESEARCH METHODOLOGY

This chapter covers the description of research method including

research design, setting and subject of the study and procedure of the study

that consist of preliminary action and four steps in action research; planning,

implementing the action, observing (data and source and technique collecting

data) and reflecting.

A. Time and Location of the Research

The research was carried out between October to December 2021. The

research was conducted at two Public Senior High Schools located in

Sukabumi West Java. The schools are SMAN 1 Parungkuda and SMAN 1

Cicurug,

B. Method of the Research

The method used to collect data in this research was quantitative

research. Survey and interview technique were used in this research.

 31

Students were presented with a self-administered questionnaire in which

they were asked to answer questions related to characteristics of the movie

they watched. The questionnaire was developed by the researcher. The

questions used in the survey instrument were selected from the related

literature and validated by a group of experts in the field. A pilot study was

conducted to assess the clarity of the questionnaire items. Survey data were

analyzed using descriptive statistical techniques. The interviews were

conducted with teachers to collect information regarding their opinions about

the movie they watched.

In teaching English, a teacher usually makes and needs development

and empowerment into his class. One of the ways to improve the quality of

the teaching of English is conducting Classroom Action Research (CAR). In

this study the researcher employed Classroom Action Research to solve

students’ listening and speaking problems. This is called Classroom Action

Research (CAR) because it is used to distinguish action research carried out

within the scope of education by action research in other field. Basey in

Khosy (2005: 8) describes action research is an equiry which is carried out in

order to understand, evaluate and then modify educational practice. Beside of

that CAR can be applied in a variety of subjects. It is good used for solving

the problem in many subjects, such as Mathemathics, English, Indonesia,

Science, and etc. Classroom research is process involving teachers in the

formal study of teaching and learning.

 32

This research was conducted by Classroom Action Research in second

grade of Senior High School in Sukabumi. The purpose of this Classroom

Action Research was to solve students’ speaking ability by using Movie. The

researcher wants to know how the short movie can improve students’ listening

and speaking ability. This research was done in cycles, each of which

consisted of four steps: planning, implementation, observation, and reflection.

Figure 3.1 Stage of Classroom Action Research

Planning Observing

Reflecting Implementing
 33

Figure 3.2 Classroom Action Research Design

Preliminary Study

Identifying the problem of teaching

learning in observed class (interviewing
teacher, pre-test (preliminary test), and
observing teaching-learning activities).

Planning Implementing

Preparing the modified - Conducting all scenarios

movie the instruments of teaching-learning
such as lesson plan, activities that stated
observation sheets, and clearly in lesson plan by
the criteria of success applying the strategy
using Movie.

Reflecting
Analyzing the data
taken from the results of Observing
observation, testing, and
Observing and collecting
the criteria of success.
the data about the effect
Have students‟
of the implemented of the
speaking ability
Movie.
improved through this
strategy?
 34

Unsuccessfull or Successfull Finishing/Reporting

Planning was the first step of the cycle concerned with teaching

preparation designed by the researcher. It included the lesson plan containing

the instructional objectives to be achieved, the material to be taught, the

teaching media used, and the task given to the students as the evaluation of the

applied strategy. Then, the implementation or action was conducted during the

learning-teaching activities based on the prepared lesson plan to solve

students’ problem. Action involved the improvement of practice, the

improvement of understanding individually and collaboratively and

improvement of the situation in which the action takes place. The third step

was observation. Observation was done to collect data about the effect of the

applied strategy. The last was reflecting. It was an activity to analyze the

collected data from each cycle to determine whether or not the following

cycle was necessary to be conducted.

C. Population and Sample

 35

The population of this research was the students of the second grade

of Public Senior High Schools in Sukabumi West Java. The sample of this

survey study consisted of 11th grade students and teachers from two Public

Senior High Schools in Sukabumi West Java. They are SMAN 1 Parungkuda

and SMAN 1 Cicurug,. Regency in the 2020/2021 school year with a total of

more than 500 students (N 500) consisting of two or more schools.

D. Technique of Data Collection

In this study, quantitative data was obtained through student

questionnaires and teacher interviews for the macro level evaluation of the

movie. Data collection procedures were carried out between October and

December 2021. The data collection took place at the end of 2020-2021

academic year.

The purpose of this step was to collect data. Observation is the process

of collecting data about the effects of the applied strategy during and after the

implementation of the action.

Observation in this research would be used to monitoring the students’

activities during teaching and learning process of English study by using

Short Movie. Observation was used in every cycle to make a conclusion of

teaching and learning process. The instruments used to collect the data were

(1) observation checklist and (2) test.

 36

1. Test

Test is a set of questions that used to measure students ability in speaking.

Test was used by researcher to know the students’ progress in learning

speaking that was facilitated by using short movie. The test required the

students to include retell story in front of the class. The test was administrated

at the end of the meeting of every cycle. The students’ gained scores were

watched with the criteria of success to determine whether or not the cycle

continued.

2. Observation checklist

is a set of list about the students’ participation during the teaching and

learning process. It was used to know the students’ participation and

enthusiast during teaching and learning process in the class. These are the

criteria of students’ behavior and response: (1) Students enthusiastic to

participate the teaching and learning process (2) Students active and pay

attention of teachers’ explain in teaching and learning process, (3) Students

watch the movie carefully, (4) Students more interest and enjoy to follow

teaching and learning process using short movie, (5) Students able to find the

word from the movie and pronounce it., (6) Students able to analyze the short

movie, etc.

The observation checklist was filled by the observer based on the students

activity during the teaching and learning process. By this observation

 37

checklist the teacher would identify the students’ participation in studying

speaking by using movie.

E. Research Instrument

a. Socializing the Research Program

To get an approval for conducting the research, the researcher had a

plan to meet the headmaster and teacher in, SMAN 1 Parungkuda and SMAN

1 Cicurug,. to ask permission and discussion about the strategy that would use

to be improve students’ speaking ability. After getting permission, the

researcher and the teacher discussed the time table of doing the action. The

researcher shared the main point of the research program and the activity in

research.

Besides discussing the schedule and the process how to the study

would be conducted, the researcher and the teacher decided who would be the

observer and the researcher.

b. Providing a Suitable Strategy

After knowing the class problem, the researcher provided the suitable

strategy to solve those problems. The researcher applied an innovative

instructional strategy, namely Short Movie. The strategy solved the students’

problems in speaking. They could imitate the pronunciation by native

speakers of the movie. moreover, they could develop their speaking ability.

Additionally, the topic of subject was retelling Narrative story. It would

contribute much over toward their instructional goal.

 38

c. Designing the Lesson Plan

After presenting the strategy, the researcher prepared the steps and the

activities applying those modified strategies by Short Movie. In this

section, the researcher provided lesson plan consisting (a) course identity,

(b) instructional objectives, (c) procedure of teaching and learning

employing the developed strategy, (d) instructional material. For more

detailed description

d. Preparing the Criteria of Success

The criteria of success were set to see whether the implementation of

the modified strategy was successful or not. Classroom action research

was believed to be successful if it can exceed the criteria which have been

determined. The criteria of success were not only determined the students

score in speaking test, but also students’ motivation and behavior students’

response toward strategy, target of learning objectives, students’

enthusiastic with the strategy used.

In this classroom action research, the researcher prepared criteria

success in form of score test and observation sheet. The researcher used

the observation checklist to know the students’ participation doing

teaching and learning.

 39

Besides that, the quantitative criteria of success were determined by

the students, scores attainment that was equal to or more than. Practically,

when the students got the score less than 70 the teacher continued to next

cycle, but when the score of students 38 was equal to or more than 70 the

study was stopped.

e. Training the Collaborator Teacher

In this research the researcher helped by her friend as observer and

collaborator teacher. As the collaborator teacher she helped the researcher

to conduct the class and give feedback about miming game. So, the

modified strategy could be apply during the teaching and learning process.

The purpose of this step was to collect data. Observation is the process

of collecting data about the effects of the applied strategy during and after the

implementation of the action.

Observation in this research would be used to monitoring the students’

activities during teaching and learning process of English study by using

Short Movie. Observation was used in every cycle to make a conclusion of

teaching and learning process. The instruments used to collect the data were

(1) observation checklist and (2) test.

1. Test

Test is a set of questions that used to measure students ability in speaking.

Test was used by researcher to know the students’ progress in learning

speaking that was facilitated by using short movie. The test required the
 40

students to include retell story in front of the class. The test was administrated

at the end of the meeting of every cycle. The students’ gained scores were

watched with the criteria of success to determine whether or not the cycle

continued.

2. Observation checklist

is a set of list about the students’ participation during the teaching and

learning process. It was used to know the students’ participation and

enthusiast during teaching and learning process in the class. These are the

criteria of students’ behavior and response: (1) Students enthusiastic to

participate the teaching and learning process (2) Students active and pay

attention of teachers’ explain in teaching and learning process, (3) Students

watch the movie carefully, (4) Students more interest and enjoy to follow

teaching and learning process using short movie, (5) Students able to find the

word from the movie and pronounce it., (6) Students able to analyze the short

movie, etc.

The observation checklist was filled by the observer based on the students

activity during the teaching and learning process. By this observation

checklist the teacher would identify the students’ participation in studying

speaking by using movie.

After doing the observation, the researcher and the observer did the

next step that was reflect the strategy. The aim of this phase was to analyze

the collected data through doing interviews, doing observation, and

 41

administering test. Through this phase the researcher could find out whether

the research problem was solved or not and whether there were problem

appear during the acting phase. Beside that the researcher could make a

decision whether the study would be continued to the next cycle or stopped it.

In conclusion, the costing data doing interview, observation, and

administering test are used to revise the planning in the first cycle to be

implemented in the second cycle if the criteria of 41 success of the study have

not been achieved yet the study has to be continued to the cycle II.

After all data were collected by using the predetermined instruments,

the next step was data analysis. To analyze the data, the researcher attemped

to match the students’ score with the criteria of success.

Quantitatively data from result of speaking test 1 would be analyzed.

As mentioned above that the students could passed the test if their score was

more or equal to 70. In fact, based on the result of Test 1, there were 15

students or 60% passed the test and there were 10 students or 40% failed the

test. However, if it was compared with their scores in preliminary test, the

students’ speaking score improved.

The strategy has solve the students’ speaking problems although some

of them still failed in the tes at Cycle 1. In the preliminary result, researcher

found that the mean of speaking test was 47.16, after teaching by using Short

Movie the students was reached their speaking score. The mean of speaking

test was 65.44. it was also showed by the number of passing the speaking test,
 42

the preliminary study found that 6 students whom passed the test, but in the

Cycle I researcher found 15 students have passed the speaking test.

Absolutely, it indicated that strategy using Short Movie continuously

effective to improve students’ speaking ability. But, to cover all students in

passing the speaking test and get score ≥ 70, the researcher 42 had continue

the strategy to Cycle II. After applying the other modified strategy using Short

Movie, the researcher did the speaking test. The result of speaking test was all

of students have passed with mean of the speaking test was 78.48.

Other result from Observation checklist. During teaching and learning,

students’ participation always monitored by observer. Actually students were

controllable. In preliminary study, the researcher found that students difficult

to improve their speaking, they also feel bored with situation in the class. The

students were shy to speak and they not able to pronounce English words. But,

after the researcher doing the modified strategy in Cycle I, this condition of

class was active enough. Actively, the students did all the researchers’

instructions. They asked if they found the difficulties, asking the

pronunciation of the words of who they did not understand, etc. This strategy

has built up continuously the students’ participation.

During Cycle II, the researcher always motivated them and gave the

more applicable strategy that make them did not really frustrate doing

speaking. They were more active and enthusiastic in every activity. It made

the modified of the Cycle II applied easier, and then obviously improved their
 43

speaking ability. it affected their performance at the final speaking, they were

confidence to deliver their retell. They were not shy if making mistake in their

speaking. It happened because 43 they were prepared the material seriously

and during teaching and learning process they were followed all researchers’

instructions.

F. Technique of Data Analysis

In this study, quantitative data was obtained through student

evaluation after they watched the movie. Data collection procedures were

carried out between October and December 2020. The data collection took

place at the end of 2020-2021 academic year.

The process of collecting data about the effects of the applied strategy

during and after the implementation of the action.

Observation in this research would be used to monitoring the students’

activities during teaching and learning process of English study by using

Movie. Observation was used in every cycle to make a conclusion of teaching

and learning process. The instruments used to collect the data were (1)

observation checklist and (2) test.

 44

BAB IV

RESULT AND DISCUSSION

A. Respondance Characteristics

To test the research hypothesis, which was carried out according to the

required stages, several stages of research were carried out. The research stage

is the preliminary analysis stage which includes descriptive statistics by

describing the data for each variable. Furthermore, the data analysis

requirements were tested, namely normality and data homogeneity tests. If the

data is declared feasible, then proceed with testing the research hypothesis

using 2-way ANOVA.

 45

A. Data Information and Description

B. Hypothesis Test

C. Discussion

BAB V
CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions of the findings and suggests

implications for research and practice and outlines related to the research..

A. Conclusion

From the findings of the research, the writer made a conclusion as follows:

1. The influence of Film was appropriate for the level of the 11th grade students.
 46

2. The content of the film was effective to attract the students‟ interest, there were

many unfamiliar words in the film and they tried to pronounce it.

3. The film was effective to the development of learner‟s autonomy.

4. The film was effective according to the consideration of learning style differences.

5. The teacher‟s manual was not effective and did not help students to improve their

creativity in learning.

B. Suggestions

From the results and and discussion as well as the conclusions that have been made,

the authors propose the following suggestions:

1. In an effort to improve English learning outcomes, it is better to give an

adequate portion of the importance of using adequate learning media, such as

watching film and then ask the students to retell the story of the film. Besides, it also

needs a conducive learning climate that can foster student learning motivation in

seeing the influence of film to improve the students speaking and listening skill.

2. The teacher as a facilitator in the classroom should be able to create an

interesting climate. Students' attention is expected, also to be able to give more

significant role in motivating students to learn and determining suitable learning

media in the teaching and learning process.

3. The school plays a very important role and has authority to create a

comfortable environment, should always create a conducive atmosphere in school so

that students' learning motivation in general increases, also give the good facility for

support the leaning process.

 47

4. It is realized that this research is still limited in its scope of study, so it is still

necessary to conduct further research related to the influence of film in English

learning outcomes in schools in other areas.

BIBLIOGRAPHY

ATTACHMENT
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