USING ENGLISH MOVIES TO IMPROVE THE LISTENING ABILITY

TO THE STUDENTS OF MA BABUSSALAM KALUKUANG

TAKALAR

A Thesis

Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan Islam in English Education Department of Tarbiyah

and Teacher Sains Faculty of UIN Alauddin Makassar

By:

FITRIANI

Reg. Number: 20401105018

ENGLISH EDUCATION DEPARTMENT

TARBIYAH AND TEACHER SAINS FACULTY

ALAUDDIN STATE ISLAMIC UNIVERSITY MAKASSAR

2009

ACKNOWLEDGEMENT

الرحيم الرحمن الله بسم

Alhamdulillah Rabbil Alamin, the researcher would like to express her

highest gratitude to Allah SWT who has given her blessing, mercy and health

so the researcher can complete the writing of her thesis. Salam and Shalawat

are delivered to our prophet Muhammad SAW who has brought us from the

darkness into the lightness, his families and followers until the end of the

world.

The writer realizes that the writing of this thesis would have never

been completed without the assistance of a number people. Therefore, the

researcher would like to express her deepest appreciation and thanks to those

people who have helped and involved in completing the writing of this thesis,

for their useful motivation, guidance, and sacrifices.

1. The researcher’s beloved parents, H. Abdul Rauf and (Alm.) Hj.

Rahmawati who always support, sacrifice and pray for my health and

success.

2. Prof. Dr. H. Azhar Arsyad, MA as the Rector of Alauddin State

Islamic University (UIN) Alauddin Makassar.

3. Prof. Dr. H. Moh. Natsir Mahmud, MA as the Dean of Tarbiyah and

teacher Training Faculty of Alauddin State Islamic Universitiy (UIN)

Makassar and all the lectures and staff of English Education Department

and Tarbiyah Faculty whose names could not mentioned one by one for

their guidance and service in the researcher’s academic process.

4. Dra. Djuwairiah Ahmad, M.Pd.,M.TESOL and Dra.Kamsinah,

M.Pd.I, the head and secretary of English education department of

Tarbiyah and Teacher training faculty of Alauddin State Islamic

University (UIN)Makassar.

5. Drs. H. Syahid, M.Ed.M. and Dra. Djuwairiah Ahmad,

M.Pd.,M.TESOL, the first and second consultant for their support,

guidance, advice, correction and suggestion during the writing of this

thesis.

6. The researcher’s beloved family, my aunt, M’ Anna that have taking

care of me after my mother died, my old brother K’ Inno for his love,

help, advice and suggestion and for my young brothers Adi, Firman,

Arif and Akbar.

7. All of the students and teachers of MA Babussalam kalukuang for their

participation during the writing of this thesis.

8. The researcher’s best friends in FUNGIE (Udda, Niar, Gina, Ira and

Erma) thank you so much because you always accompany me in joy

and sorrow during in Alauddin State Islamic University (UIN) Alauddin

Makassar.

9. The researcher’s classmate in English Department PBI 1 & 2 in

academic year 2005 for their support.

10. The researcher’s friends in PKL Plus K’Alya, Vivit, Rusydi, Nasir,

Erma, and Niar.

The researcher realizes that this thesis is still the simplest ones.

Remaining errors are the researcher own; therefore, constructive criticism and

suggestions will highly appreciate.

Finally, willingly the writer prays may all our efforts be blessed by

Allah SWT.

Makassar, April 2009

The Writer

TABLE OF CONTENTS

COVER …………………………………………………………………… i

PERNYATAAN KEASLIAN SKRIPSI …………………………………. ii

PERSETUJUAN PEMBIMBING ………………………………………… iii

PENGESAHAN SKRIPSI ………………………………………………... iv

ACKNOWLEDGEMENT ………………………………………………... v

TABLE OF CONTENTS …………………………………………………. viii

LIST OF TABLES ………………………………………………………... x

LIST OF APPENDIXES …………………………………………………... xii

ABSTRACT ……………………………………………………………….. xiii

CHAPTER I INTRODUCTION

A. Background …………………………………………… 1

B. Problem Statements ………………………………… 2

C. The Objective of the Research ………………………… 3

D. The Significance of the Research ……………………... 3

E. The Scope of the Research …………………………….. 3

F. The Definition of Terms ……………………………...... 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. Some Previous Related Findings ……………………… 6

B. Some Pertinent Ideas ………………………………….. 8

1. Listening Ability ………………………………….. 8

a. Definition of Listening ………………………... 8

b. The Nature of Listening ……………………….. 9

c. The Process of Listening ……………………… 12

d. The Types of Listening ……………………….. 14

e. The Potential Problems in Learning to Listen to

English ………………………………………... 21

2. English Movie ……………………………………. 24

a. Definition of Movie …………………………... 24

b. Concept of Using Movie in Teaching ………… 25

c. How to Use Movie in Teaching ………………. 26

d. How to Improve Listening Ability through

English Movies ……………………………….. 28

C. Theoretical Framework ………………………………. 30

CHAPTER III METHODOLOGY OF THE RESEARCH

A. Design of the Research ………………………………. 31

B. Population and Sample ………………………………. 32

C. Instrument of the Research …………………………... 32

D. Procedures of Collecting Data ……………………….. 33

E. Techniques of Data Analysis ………………………… 35

CHAPTER IV FINDING AND DISCUSSION

A. Findings ……………………………………………… 40

B. Discussions ………………………………………….. 52

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusions ………………………………………….. 54

B. Suggestions ………………………………………….. 54

BIBLIOGRAPHY

APPENDIXES

CURRICULUM VITAE

LIST OF TABLES

Table 1. The rate percentage of the students’ score of pre-test …………… 40

Table 2. The rate percentage of the students’ score of post-test ………….. 41

Table 3. The mean score and standard deviation of the students’ pre-test

and post-test analysis …………………………………………….. 42

Table 4. The t-test of the students’ achievement ………………………….. 43

Table 5. The students’ opinion about their interest in learning listening by

using English Movies …………………………………………… 43

Table 6. The students’ opinion about whether or not the English Movies are

enjoyable in learning listening …………………………………… 44

Table 7. The students’ opinion about whether or not the teaching of

listening is good by using English Movies ………………………. 45

Table 8. The students’ opinion about whether or not the English Movies can

be alternative media in learning listening ……………………….. 45

Table 9. The students’ opinion whether or not the English Movies can be an

entertainment media in learning listening ……………………….. 46

Table 10.The students’ opinion about whether or not the English Movies

can activate their participation in the learning process …………. 47

Table 11.The students’ opinion about whether or not the English Movies

can avoid their teacher’s domination in the learning process ….. 47

Table 12.The students’ opinion about whether or not they feel motivate to

learn listening by using English movies ………………………… 48

Table 13.The students’ opinion about whether or not the English Movies

can help them to improve their listening ability ………………… 49

Table 14.The students’ opinion about whether or not their attitude is

increased to learn listening by using English Movies …………… 49

Table 15.The Descriptive of the Students’ Score of the Questionnaire …… 50

LIST OF APPENDIXES

Appendix A. Instrument of Pre-test and Posttest ……………………...... 74

Appendix B. Questionnaire ……………………………………………... 89

Appendix C. The Students’ Score of Pre-test …………………………... 92

Appendix D. The Students’ Mean Score and Standard Deviation of Pretest 93

Appendix E. The Students’ Score of Post-test ………………………….. 94

Appendix F. The Students’ Mean Score and Standard Deviation of Posttest 95

Appendix G. The Students’ Gain Difference of Matched Scores ………. 96

Appendix H. Test of Significance ………………………………………. 97

Appendix I. The rate percentage of the questionnaire ………………….. 99

Appendix J. Distribution of t-table ……………………………………… 100

ABSTRACT

Title : Using English Movies to Improve the Listening Ability to the Students of MA Babussalam Kalukuang Takalar

Researcher : FitrianiReg. Number : 20401105018Consultant I : Drs. H. Syahid, M.Ed.M.Consultant II : Dra. Djuwairiah Ahmad, M.Pd.,M.TESOL.

This research aimed to improve the listening ability of the students of

MA Babussalam Kalukuang Takalar by using English Movies. The problem

statements were: 1). to what extent may the students improve their listening

ability through using English Movies? 2). to what extent is the students’

attitude toward the application of using English Movies? The objectives of the

research were to find out whether or not English Movies can improve the

students’ listening ability and to find out the students’ attitude toward the

application of using English Movies in improving their listening ability. The

researcher applied pre-experimental method. The population of the research

was the students of MA Babussalam Kalukuang Takalar in academic year

2008/2009 which consists of 20 students. Ten students from the first class and

ten students from the second class. The writer used random sampling in taking

the sample. The researcher used tests and questionnaire to collect data. The

researcher distributed listening test through pre test and post test and she

distributed questionnaire to collect information about their attitude toward the

application of using English Movies.

The result of the research showed that the students’ listening ability had

poor score in pre test. After treatment, their listening ability is significantly

increased. It can be seen from their score that changed became good. The data

analyzed using t-test showed that the value of t-test is higher than t-table

(7.98>2.093). It can be concluded that English Movies is effective in

improving the students’ listening ability. Data from questionnaire showed that

students have positive attitude toward the application of using English Movies.

CHAPTER I

INTRODUCTION

This chapter begins with the background of the research followed by

problem statements, objective, significance and the scope of the research. The

definition of terms is presented at the end of this section.

A. Background

Listening is one of the keys to create a good communication. It has

an important role in communication because most of our time we spend for

listening activity. Gilbert (2002) stated that listening is the most critical

communication skill. Students are in listening situation 65% to 90% of the

time. Moreover, Harmer (1983) stated that nearly 50% of typical students’

time spent in listening, the higher the grade level, the more time usually

spent in listening. Many college’s students spent nearly 50% of their time

listen to the lectures and discussion. Listening skill is really important in

our life. In order to make the communication can go smoothly we must

understand the speaker’s message. Underwood (1989) stated that listening

is the activity of paying attention to and trying to get meaning from

something we hear. Listening is not only activity to hear the speaker’s

message but also to understand the meaning of the message that conveyed.

Teachers have been trying many techniques to improve listening,

from traditional to modern technology in teaching listening. Using modern

technology will be better than traditional one. One of the modern

technologies that can be applied and give a big contribution in improving

listening ability is using movie as a media of teaching. Macavity (2005)

stated that watching films can help to take the language away from the

artificial classroom norm, because they see/hear the language in a more

natural setting. Louw (2008) also stated that movies present language in a

way that is often more natural than that found in course-books, the fantastic

visual context aids understanding and boosts listening, and students just

simply love them.

From the statements above, the writer concludes that listening skill

should be interestingly taught in order to make students feel natural in

studying it. With a good technique, students’ listening can be improved and

is expected that English Movies is one of the ways of assisting students to

understand native speakers’ speech.

B. Problem Statements

Based on the previous description, the writer formulates a research

questions as follows:

1. To what extent may the students improve their listening ability

through using English Movies?

2. To what extent is the students’ attitude toward the application of

using English Movies?

C. Objective of the Research

The main objectives of the research are:

1. Finding out whether or not the use of English movies can

improve the students’ listening ability.

2. Finding out the students’ attitude toward the application of using

English Movies in improving their listening ability.

D. The Significance of the Research

The result of the research is expected to be useful information for

English teacher about the usage of English Movie in teaching listening skill

and is expected to be worthwhile information for all students (readers), so

that they can utilize as a media, not only as entertainment but also to

increase their knowledge. It is hoped that it gives a meaningful contribution

to the students improve their listening ability.

E. The Scope of the Research

The study focused on the usage of English movies in improving

listening ability.

F. Definition of Terms

In this section, the writer would like to give the operational

definition of the topics:

1. Movie

Webster’s dictionary (1989) defined that movie is a moving

picture show. Wordnet (2008) defined movie as a form of

entertainment that enacts a story by a sequence of images giving the

illusion of continuous movement. The writer concludes that movie is a

picture that can move and one of the entertainment’s forms that can be

used to make students interested in joining our class.

2. Listening

Miller (2002:4) defined listening as an active process of

organizing, understanding and accurately interpreting the message

communication by others. Webster’s dictionary (1989) defined that

listening is using one’s ear consciously in order to hear, to pay attention,

to speech, music, etc. Nicholas (1989) stated that listening is an active

process in constructing the overall message that is eventually exchange

between listener and speaker.

The writer concludes that listening is an activity in which we use

our ear to hear and we must pay attention to it so we can interpret a

message correctly and clearly.

3. Ability

Hornby (1995) defined ability is the mental or physical capacity,

power or skill required to do something. Rasch (2008) stated that ability

is the level of successful performance of the objects of measurement on

the variable.

Based on the definition above, the writer can conclude that

ability is skill or capacity that required doing something or something

that can be used to measure the successful of someone, it can be natural

or acquired.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter begins with some previous related findings and some

pertinent ideas. The theoretical framework is presented at the end of this

section.

A. Some Previous Related Findings

There are some previous findings of some researchers have relation

to this researcher such as follows:

Gusrianti (1996) concluded that teaching listening class by using

native speakers voice recorded materials is very helpful.

Malik (2001) concluded that the third year students’ of MAN 1

Bulukumba have a favorable interest in learning listening comprehension

by using song in VCD. This finding is supported by the scores of pre-test

and post-test.

Sarkiah (2002) concluded that teaching listening comprehension by

using VCD can improve the student’ listening of the second year students’

of SLTP Bulukumba. It was obviously seen that t-test was smaller that t-

value.

Nur Zam-Zam (2005) concluded that Audio Lingual Method is

useful to help the students to improve their listening ability.

Wisma (2007) concluded that teaching listening through fable in

Video Compact Disc (VCD) is effective in improving the students’

listening comprehension training. It is shown of the result of t-test that there

was significance different between t-table.

Suriyana (2008) concluded that the first year students of MA Bahrul

Ulum Gowa have good listening comprehension on listening having taught

through Listening Reading Transfer Lesson (LRTL).

Fadli (2008) concluded that the second year students of MA Islamic

Boarding School Biru Bone Regency have good listening comprehension

with use Top-Down processing strategy.

Referring to the some previous related findings, there were many

ways that have done by the researchers to improve the listening ability/

comprehension, like using native speakers’ voice recorded materials, used

top-down processing strategy, through LRTL, using fable and song in

VCD. Although the strategies they used were different but all of the

researchers have the same goal, namely to improve the listening skill. Sdo

that, in this research I’d like to use one of the strategies that used

multimedia in presenting the listening ability. I intended to know the

effectiveness of listening skill when the researcher combines between

visual and auditory.

B. Some Pertinent Ideas

1. Listening Ability

a. Definition of Listening

Listening was defined by many experts. Kline (2009) defined

listening is the process of receiving, attending, and understanding

auditory messages; that is, messages transmitted through the

medium of sound. Underwood (1989) defined listening is the

activity of paying attention to and trying to get meaning from

something we hear. Miller (2002:4) defined listening as an active

process of organizing, understanding, and accurately interpreting the

message communication by others. McErlain (1999) defined

listening as the ability to receive and decode oral communication by

processing a language sample.

Cullen (1999) stated that listening comprehension is a

complicated operation. It involves two important processes:

1) The first is bottom-up processing where the listener builds up the

sound into words, sentence and meaning.

2) The second is top-down processing where the listener uses

background knowledge to understand the meaning of a message.

Referring to the definitions above, the writer concludes that

listening is an active process in which we just not hear the speaker’s

message but there are several things that should be done such as we

must try to process it, understand it, interpreting it, evaluation it and

then respond it. Background knowledge is also important in listening

activity.

b. The Nature of Listening

Sometimes people are often mistaken regard listening as a

passive process, whereas there is an active process in it. Underwood

(1989) stated that to listen successfully to spoken language, we need

to be able to work out what speakers mean when they use particular

words in particular ways on particular occasions and not simply to

understand the words themselves. Moreover, McErlain ( also stated

that in order to decode the message that the speaker is delivering, the

listener must actively contribute knowledge from both linguistic and

non-linguistic sources. The writer concluded that there is an active

process in listening activity, because the listeners not only listen to

the speaker but they should use all of the aspects that can help them

to understand the massage that conveyed.

McKeating (1981) stated that the listener passes through

certain processes in constructing a message out of a stream of sound

in the L1 situation:

1). Perception.

2). Decoding.

3). Prediction and selection.

Perception of sounds refers to the process of identifying

speech sounds. The listener uses linguistics knowledge to identify

these and makes sense of the sounds to which she is exposed by

segmenting them into familiar units, recognizing and using

intonation to indicate word boundaries. Thus the learner is able to

segment the flow of speech into meaningful parts.

Decoding refers to the means by which the listener makes

sense of the message by taking in chunks and not just sentences.

This has implications for the teacher training the student to listen,

not only for key words, but also for chunks of meaning. Each chunk

should be recognized as meaningful and understood on reception

and held in short term memory long enough for it to he related to

what has gone before or what follows.

Prediction of specific items with a high degree of accuracy

helps the listener to listen without straining to catch every word. The

prediction of unknown or unheard words reduces tension in the

listener. Redundancy also helps the listener and has a role to play in

ensuring the message is received. Selection refers to the process of

sifting information and retrieving relevant information in a mass of

data. Oller (1974) used the term expectancy to describe the fact that

cognitive processes are dependent to a great extent on the human

capacity to anticipate elements in the sequence of experience. This

insight goes back to a series of experiments which showed that the

more predictable a series of elements becomes the more readily it is

processed.

Referring to the statements above, the writer concluded that

in listening activity there is an active process although this activity

seems as passive process. When we are in listening activity our brain

is working, it can be proved from the fact that in constructing the

message from what we hear, we pass through certain processes that

is perception, decoding, prediction and selection. Perception is the

most important because it influences the next process. If we are

mistaken in the first process, it means that we will mistake until the

last process or if we lost when in perception process I take for

granted that we will fail to continue the next part.

c. The Process of Listening

Devito (2000) stated that the process of listening can be

described as a series of five types, namely:

1). Receiving

Receiving is the act of hearing sound. Hearing is

something that just happens when you open your ears or when

you get within earshot of some auditory stimuli. But listening

begins with receiving messages the speakers sends.

2). Understanding

Understanding is the stage at within you learn what the

speaker means. To improve understanding, we relate information

to what you have known or place the received meaning into your

own experience. Nicholas (1988) purposed the process of

listening with understanding is going through the following

stages:

a). The listener decides whether the sound is organized or simply

random.

b). Next step is to impose some kind of structure or the steam of

sound.

c). The last reticulate the sound in our mind, selecting from it,

what the listener judge to be important and stone in the

memory for future use.

3). Remembering

Messages that you received and understand need to be

retained for at least some period of time, you can augment your

memory by taking notes or by tape recording the message.

4). Evaluating

Evaluating consist of judging the messages in some ways.

Generally, if you know the person well, you will be able identify

the information and therefore able to respond appropriately. In

evaluating the messages, you must distinguish facts from

inferences, opinion and personal interpretations by the speaker.

5). Responding

Responding occurs in two phases, namely: responses you

make while the speaker is talking and responses you make after

the speaker have stopped talking. The responses are feedback or

information that you send back to the speaker and which tells the

speaker how you feel and think about his or her messages.

Referring to the statements above, the writer concluded

that in the process of listening, the five processes are very crucial

in listening and they always relate each other. For example, it is

impossible to understand a message that we have not or never

receive before and so on.

d. The Types of Listening

Devito (2000) divided three types of listening in which

people involved, namely:

1). Appreciative listening

Appreciative listening is listening for entertainment and

enjoyment. In appreciative listening skills that should be

practiced are listen for information as well as feelings and relate

what we are hearing to our experiences.

2). Informative listening

Informative listening is listening to gain knowledge and

comprehend ideas. Informative listening skills that should be

practiced are identify the main ideas, relate ideas/ arguments to

your experiences and paraphrase ideas and put them into your

own words.

3). Emphatic Listening

Emphatic listening is listening to the feelings of other

person. Emphatic listening skills that should be practiced are

avoid negative responses and strive to be strong emphatic

listener, namely: identify the emotions, listen to the story and left

the person talk through their problems.

Whereas Kline (2009) divided five types of listening because

different situations require different types of listening.

1). Informative listening

Informative listening is the name of situation where the

listener’s primary concern is to understand the message. It is

found in all areas of our lives. Most of our learning comes from

informative listening.

There are three key variables related to informative

listening. Knowing these variables can help us begin to improve

our informative listening skills, that is we will become

increasingly successful in understanding what the speaker means.

a). Vocabulary

Vocabulary has an important role in listening because

increasing vocabulary will increase potential for better

understanding.

b). Concentration

Concentration is difficult, let alone most of the people

sometimes don’t concentrate when listening. Concentration

requires discipline, motivation and acceptance of

responsibility.

c). Memory

Memory is an especially crucial variable to

informative listening. We cannot process information without

bringing memory into play.

2). Relationship listening

The purpose of relationship listening is either to help an

individual or to improve the relationship between people. The

emphasis of listening relationship is on understanding the other

person. Three behaviors are keys to effective relationship

listening, namely:

a). Attending

In relationship listening, attending behaviors indicate

that the listener is focusing on the speaker. Nonverbal cues

are crucial in relationship listening, it indicates that we are

attending to the speaker or not.

b). Supporting

Many responses have a negative or non supportive

effect. Sometimes the best response is silence. Three

characteristics describe supportive listeners are discretion

(being careful about what they say and do), belief (expressing

confidence in the ability of the other person) and patience

(being willing to give others the time they need to express

themselves adequately).

c). Empathizing

Empathy is feeling and thinking with another person.

The caring, emphatic listener is able to go into the world of

another. Empathic behavior can be learned. First, we must

learn as much as we can about the other person. Second, we

must accept the other person even if we can’t accept some

aspects of that person’s behavior. Third, we must have the

desire to be an emphatic listener.

3). Appreciative listening

Appreciative listening includes listening to music for

enjoyment to speakers. It is response of the listener and the

quality of appreciative listening depends in large part on three

factors, namely:

a). Presentation

Presentation encompasses many factors, that is: the

medium, the style, the personality of the presenter.

Sometimes it is our perception of the presentation, the most

influences our listening pleasure or displeasure.

b). Perception

Perception is an important factor in appreciative

listening because it influences all areas of our lives. It is

crucial to determinants as to whether or not we enjoy or

appreciate the things we listen to.

c). Previous experience

Previous experience influences whether we enjoy

listening to something or not. In some cases, we enjoy

listening to things because we are experts in the area.

4). Critical listening

The ability to listen critically is essential in a democracy

and an academy. There are three things that should keep in mind

in critical listening, they are as follows:

a). Ethos (Speaker Credibility)

The two critical factors of speaker credibility are

expertness and trustworthiness. Effective critical listening

requires careful judgment about the expertness and

trustworthiness of the speaker.

b). Logos (Logical Arguments)

Sometimes, speakers with high ethos make errors in

logic. We cannot ignore the aspect of logic, because both

ethos and logos are crucial elements of critical listening.

c). Pathos (Psychological appeals)

The psychological or emotional element of

communication is often misunderstood and misused. So that,

effective critical listeners should carefully determine the

focus of the speaker’s message.

5). Discriminative listening

Discriminative listening may be the most important type

for it is basic to the other four. Although it cuts across the other

four types of listening, but there are three things that should to

consider about this type of listening, namely:

a). Hearing ability

Hearing ability is very important because people who

lack the ability to hear well will have greater difficulty in

discriminating among sounds.

b). Awareness of sound structure

Attention to the sound structure of the language will

lead to more proficient discriminatory listening.

c). Integration of nonverbal cues

Words don’t always communicate true feelings. The

way they are said or the way the speaker acts may be the key

to understand the true or intended meaning.

Referring to the statements above, the writer concluded that

there are many types of listening. Although the two experts have

different opinion about the types of listening but it is not a problem.

They divided the types of listening because they realize that different

situations will also require a different type. It is important for us to

learn about the various types in listening so we know in what

situations we are and what types of listening should be applied.

e. The Potential Problems in Learning to Listen to

English

Underwood (1989) stated that there are many problems that

students may encounter when learning to listen, namely:

1). Lack of control over the speed at which speakers speak.

Most of the students have problem in listening to English

because they cannot control how quickly a speaker speaks. They

feel that the utterance disappear before they can sort them out.

This frequently means that students who are learning to listen

cannot keep up. They are so busy working out the meaning of

one part of what they hear that they miss the next part.

2). Not being able to get things repeated.

Another difficulty associated with controlling what the

speaker says is that the listener is not always in a position to get

the speaker to repeat an utterance. For example, when we speak

to a native speaker it is impossible if we ask him/ her to repeat

what he/ she had said.

3). The listener’s limited vocabulary.

Choice of vocabulary is depend of the speaker. It is

become a problem when people listening to a foreign language

an unknown word can cause them to stop and think about the

meaning of the word and thus making them miss the next part of

the speech.

4). Failure to recognize the “signals”.

There are many ways in which a speaker can indicate that

he/ she is moving from one point to another. These signals are

not immediately self-evident to a person listening to a foreign

language and can easily be missed.

5). Problems of interpretation.

Problems of interpretation can occur when students who

are unfamiliar with the context may have considerable difficulty

in interpreting the words they hear even if they can understand

their “surface” meaning.

6). Inability to concentrate.

In listening work, inability to concentrate is a major

problem, because even the shortest break in attention can

seriously impair comprehension.

7). Established learning habits.

Established learning habit is not a good way if we want to

improve our students’ listening ability because we do not teach

our students the real situation. It can be seen in most of the

school, listening was taught traditionally (teacher repeat and

pronounce words carefully, speaking slowly and pausing

frequently).

Moreover, in teachers’ articles from internet, the writer found

that there are eleven possible reasons why some students find

listening difficult, namely:

1). The are trying to understand every word.

2). They get left behind trying to work out what a previous word

meant.

3). They just do not know the most important words.

4). They do not recognize the words that they know.

5). They have problems with different accents.

6). They lack listening stamina/ they get tired.

7). They have a mental block.

8). They are distracted by background noise.

9). They cannot cope with not having images.

10).They have hearing problems.

11).They cannot tell the difference between the different voices.

From the explanation above, the writer can conclude that

there are many problems that we will face in listening activity. The

problems are various from the easy one until the most difficult,

especially when we learn to listen for foreign language. But it is not

a hindrance for us to learn listening skill. We must remember that

listening skill is very important because most of our time we spend

for listening activity.

2. English Movie

a. Definition of Movie

Webster’s dictionary (1989) defined that movie is a moving

picture show. Collins’ dictionary (2006) defined movie as a form of

entertainment that enacts a story by sound and a sequence of images

giving the illusion of continuous movement. In Glossary (2008)

movie was defined as the output that contains the animation and any

sound you may have added. Whereas Farlex (2008) defined movie

as a sequence of photographs projected onto a screen with sufficient

rapidity as to create the illusion of motion and continuity and a

connected cinematic narrative represented in this form.

Referring to the definitions above, the writer concluded that

movie is motion pictures that create for entertainment, most of them

in the form of narrative story and the length of the movie is depend

of us because there is no limitation about it.

b. Concept of using movie in teaching

In this part, the writer would explain the correlation of brain,

media, and cognition in learning. It becomes a reason why the writer

decided to use movie as a media at teaching program in improving

listening ability. Each people have two hemispheres in their brain,

namely left-brain and right-brain hemispheres. Both of them have

different functions. Springer & Deutsch (1998) stated that the left-

brain specializes in digital, deductive tasks that characterize oral and

written media. The right-brain specializes in iconic, intuitive tasks

that characterize visual media, especially the visual and sound

characteristics of film. These differences in brain functioning point

strongly at choices in instructional media to synergistically use both

sides of a person’s brain.

Salomon (1979) stated that Psycholinguistics research on

media, their symbol systems, and cognition point to similar

conclusions. Different media present different symbol systems to a

person. These varying symbol systems evoke different cognitive

processes resulting in different learning patterns. The line of

research suggests that people likely use different cognitive systems

to process verbal and visual media. Some evidence suggests that

people learn abstract, new, and novel concepts more easily when

presented in both verbal and visual form. Cowen (1984) in

Champoux (2007) also stated that other empirical research shows

that visual media make concepts more accessible to a person than

text media and help with later recall.

The conclusion from both brain and media and cognition

research points compellingly to use multi-media in a teaching

program.

c. How to Use Movie in Teaching

In order to show the English Movies strong points, teachers

should select the most suitable teaching method. Milli Fazey of

Kentucky Educational Television (KET) (1999) suggested that

teachers think of using a video as three-part lesson, including pre-

viewing, viewing, and post-viewing.

Before presenting the movies, the teachers need to do a lot of

preparations to help learners get more information and benefits from

the movie. Ample preparations are necessary to promote active

viewing and facilitate successful language acquisition. Teachers

must select movies in the classroom before, they must choose those

who were interesting, culture of violence are not pornographic. They

should choose a single story that means the main characters were not

too much. The pronunciations of the main roles were clarity, and the

speeds were not too much. The film’s types of which are fairly

familiar with the cultural background does not require specialized

knowledge. The weather reports, travel, leisure, news, presidential

campaign speech, and other aspects of the materials are good for

students’ learning.

While viewing the film the teacher can decide whether the

students should watch the whole film, or the film should be

segmented into several parts or just certain parts are chosen to play

according to different teaching purposes and the different levels of

films. Teachers should choose the suitable films such as simple and

vivid stories. For some films which were duration longer, and

offense were complex, of which teachers could divided the films

into several parts, in order to facilitate students understand.

Post viewing activities often connected the idea of using

language that comes from the movies or the movies could simply

have been used as a stimulus. That could provide students with a

means to do something including: analyze the characters’

personalities, emotions, behaviors and values; explain the conflicts

and the effects of conflicts, etc. Post-viewing activities usually

include: repeat plot, re-watch.

Referring to the statements above, the writer concluded that

teacher should provide their material well before teaching in the

class, especially for the teachers who want to use movie in their

teaching, so the goal of the listening study can be achieved. The

teacher also should be acted as a guider than a leader and they

should create a good atmosphere of friendliness.

d. How to Improve Listening Ability through English Movies.

English Movies are a fun way to improve English listening

because there is no doubt that everyone like to watch English

Movies. If we want to learn listening through movie, Deva (2007)

stated that one movie should be watched three times which go

through three different phases this is how it is done, that is:

1). When first time you watch the movie just watch the movie as you

normally would do. Enjoy the story laugh when you have to, cry

when you have to or do what ever you want and get the main

idea of the story.

2). When you watch the movie second time you do not watch the

movie instead you listen to the dialogues very carefully. Do not

try to look at the movie with your eyes but open your ears and

concentrate on the dialogue and try to understand what they talk

and get familiar with the accent. If you cannot understand any

word go back and listen it again. When you get that word

properly continue listening to the movie.

3). When you watching the movie for the third time, you must turn

on the subtitles. In the second phase you made yourself familiar

with the accent and the dialogues of the movie, so now you have

to do is watch and listen to the movie while looking at the

subtitles and try to validate your understanding of the dialogue.

This will make sure that you went through every single word and

there are no problems in your understanding.

C. Theoretical Framework

Most of the students have problem about their listening ability, so

the teacher should create a way to solve this problem. In this research, the

researcher decides to use English movies in improving the students’

listening and also creating a good atmosphere in learning English. The

researcher formulates the diagram underlying the theoretical framework as

follows:

INPUT

PROCEDURE

OUTPUT

ENGLISHMOVIES

USING ENGLISH MOVIES

STUDENTS’ LISTENING

ABILTY

TEACHER’SINSTRUCTION

CLASSROOMACTIVITY

STUDENTS’ PARTICIPATION

CHAPTER III

METHODOLOGY OF THE RESEARCH

This chapter begins with the design of the research, population and

sample, instrument of the research, procedures of collecting data. The

techniques of data analysis are presented at the end of this section.

A. Design of the Research

1. Research Design

In this research, the researcher used pre-experimental design.

The researcher collected information first before deciding the sample.

She found that the students at the school never using media in listening

activity, so the researcher decided to use only one class namely

experimental class. The design that used was the one-group pretest-

postest design.

Where:

O1 = pre-test

X = treatment

O2 = post-test

(Gay, 2006)

E O1 X O2

2. Variable

This research has two variables, independent and dependent

variable. The independent variable is the using of English Movies and

dependent variable is students’ listening ability.

B. Population and Sample

1. Population

The population of the research was the students of MA

Babussalam Kalukuang Takalar in academic year 2008-2009. It consists

of three classes, so the population of the research is 50 students

2. Sample

Actually, the researcher could use population research because

the number of population is less than 100 students, but it is impossible

used this technique because she cannot disturb the students from the

third class. So, in taking the sample the researcher used random

sampling. The number of the sample in this research is 20 students. The

students were taken from the first and the second class.

C. Instrument of the Research

The instruments of the research used in collecting the data are a listening

test and questionnaire. The data of listening tests were collected through

pretest and posttest. The pretest was administered to the students at the

first meeting or before the time of treatment to the class while the

posttest was given after the treatment. The form of listening test used by

the researcher is cloze test. Miyoko (2008) stated that cloze tests are a

widely used listening tool. Whereas questionnaire is used to find out the

information about the students’ attitude in learning listening through the

English Movies. The questions in the questionnaire inquired the learners

to give response about the English movies. Those consist of 10 items.

Each item was provided with four alternatives of response categories:

strongly agree, agree, less agree, and disagree.

D. Procedures of Collecting Data

The procedures of collecting data in this research were:

a. Pre-test

Before applying the English Movie techniques in improving

listening ability, the researcher gave a test to the students in cloze test

form to get data about their ability in listening.

b. Treatment

The treatment was administrated after the pre-test and it took

place during 7 meetings and spent 90 minutes in each meeting. The

treatment’s steps as follow:

1) The researcher introduced the material and gave a short explanation

about what the students were going to do in listening class.

2) The researcher wrote some vocabularies that related to the material

that would be presented.

3) The researcher asked students to take a note and wrote down what

they heard from English movies’ material.

4) The researcher repeated the material once again and asked students

to mention what they wrote.

5) After that, the researcher divided a paper that contained cloze test to

students.

6) The researcher repeated the material three times to give chance for

the students to fill the cloze test.

c. Post-test

After applying the treatment, the researcher gave post-test to

students to obtain data, whether there is any progress or improvement of

the student’s listening ability after having treatment namely through

English Movie technique or not. The tests were same with the test was

given in pre-test.

E. Techniques of Data Analysis

1. Data Obtained from the Writing Test

The data were collected through the test, and they were analyzed

quantitatively as follows:

a. Scoring the students’ answer of pretest and posttest by using this

formula:

Students’ correct answer

Score = x 10

Total number of items

(Sudjana, 2008)

b. Classifying the students’ score into seven levels, which fall into

seven classifications:

No. Classification Score

1.

2.

3.

4.

5.

6.

7.

Excellent

Very Good

Good

Fairly Good

Fair

Poor

Very Poor

9.6 – 10

8.6 – 9.5

7.6 – 8.5

6.6 – 7.5

5.6 – 6.5

3.6 – 5.5

0.0 – 3.5

(Kanwil Depdikbud, 1985)

1

)( 22

NN

XX

SD

c. Rate percentage of the students’ score:

% =

Notation:

% : Percentage

n : Frequency

N : The total respondent

d. Mean Score

Calculating the mean score of students by using the formula:

Where:

: Mean score

: Sum of all scores

N : Total number of subject

(Gay, 2006)

e. Calculating standard deviation of each total score of the pre-test and

post-test, the researcher uses the following formula:

Notation:

SD = Standard Deviation

= Sum of the score test

= Square of the test

N = The Number of the sample

I = Consonant Number

(Gay, 2006)

f. Calculating the score difference of the pre-test and post-test, the

researcher uses the following formula:

Where:

: the score difference

: the sum of the scores difference

N : the number of sample

(Gay, 2006)

g. Test Significance

To know whether the mean score of pretest is significantly different

from that of, writer calculates the t-test value by applying the

following formula:

Where:

t = test of sifnificancy

= the score difference

= the sum of the scores difference

N = the number of sample

(Gay, 2006)

2. Data Obtained from the Qestionnaire

The collected data from the questionnaire analyzed by using the

percentage technique. The researcher used the following formula:

P = F x 100 % NWhere:

P = Percentage

F = The frequency of items

N = The total respondent

Calculating the mean score of the questionnaire by using this

formula:

M =

Where:

M = Mean score

= The sum of sub total

= Total respondent

The statement of questionnaire on the students’ attitude had four

alternatives response categories:

a) Strongly agree = 4

b) Agree = 3

c) Disagree =2

d) Strongly disagree = 1

BAB IV

FINDING AND DISCUSSION

This chapter presents the findings and the discussion of findings.

The findings consist of all the data collected during the research and the

discussion deals the explanation of the findings.

A. Findings

1. The Data Analysis of the Listening Test

After calculating the result of the test, the rate percentages of the

students score were presented in the following table:

Table 1: The rate percentage of the students’ score of pre-test

No. Classification Score Frequency Percentage (%)

1.

2.

3.

4.

5.

6.

7.

Excellent

Very good

Good

Fairly good

Fair

Poor

Very poor

9.6 – 10

8.6 – 9.5

7.6 – 8.5

6.6 – 7.5

5.6 – 6.5

4.6 – 5.5

0.0 – 4.5

-

1

-

2

-

11

6

-

5 %

-

10 %

-

55 %

30 %

Total 20 100 %

The table 1 shows that from 20 students, there were 1 (5 %)

students got the very good score, 2 (8, 33 %) students got the fairly

good score, 11 (55 %) students got the poor score, and 6 (30 %)

students got the very poor score. None of them got the excellent, good

and fair score. It means that the students at MA Babussalam have

serious problem in their listening skill before got treatment. It can be

seen in their pre-test that 55 % students get the poor score.

Table 2: The rate percentage of the students’ score of post-test

No. Classification Score Frequency Percentage (%)

1.

2.

3.

4.

5.

6.

7.

Excellent

Very good

Good

Fairly good

Fair

Poor

Very poor

9.6 – 10

8.6 – 9.5

7.6 – 8.5

6.6 – 7.5

5.6 – 6.5

4.6 – 5.5

0.0 – 4.5

3

3

9

2

1

2

-

15 %

15 %

45 %

10 %

5 %

10 %

-

Total 20 100 %

The table 2 shows that, there were 3 (15 %) students got the

excellent score, 3 (15 %) students got the very good score, 9 (45 %)

students got the good score, 2 (10 %) students got the fairly good score,

1 (5 %) students got the fair score, 2 (5 %) students got the poor score.

None of them got the very poor score. It means that the students could

improve their listening ability after the treatment.

Now the writer will present the result of the students pre-test and

post-test, after calculating the mean score and standard deviation are

presented in the following table.

Table 3: The mean score and standard deviation of the students’

pre-test and post-test analysis.

Types of test Mean score Standard Deviation

Pre-test 3.80 2.65

Post-test 7.95 1.43

The data in table 3 indicates that the mean score of the students

pre-test is 3.80 while the mean score of the students post-test is 7.95.

From that result, we see that the mean score of the post-test is higher

than that of the pre-test. It means that using English Movies are

effective used in teaching listening skill.

Is the mean score of the pre-test and post-test statistically

significant on the level of significant on 0.05 with the degree of freedom

(df) = 19? Let us see the following table:

Table 4: the t-test of the students’ achievement

Variable t-test value t-table

X1-X2 7.98 2.093

Based on the table above, the result of the statistical analysis for

the level significance α = 0.05 and the degree of freedom df = n -1 = 19

where n = 20. The value of t-test is higher than t-table (7.98>2.093).

Therefore, it can be concluded that there is significant difference

between the result of the pre-test and post-test through using English

Movies in improving the listening ability.

3. The Data Analysis of the Questionnaire Test

The questionnaire in this research consisted of 10 items, each

items provided with four alternatives of response categories namely:

strongly agree, agree, disagree, and strongly disagree. To analyze the

result of the questionnaires given to 20 students, let us see the following

tables.

Table 5. The students’ opinion about their interest in learning

listening by using English Movies.

Responses Frequencies Percent (%)

Strongly agree

Agree

8

11

40

55

Less agree

Disagree

-

1

-

5

Total 20 100%

Table 5 shows that most of the students were interested in

learning listening by using English Movies. It was supported with the

empirical data where the highest rate percentage shows that there were

11 students (55%) agree with the statement given to them. Meanwhile,

none of them less agree and the lowest percentage shows that there was

1 student (5%) disagree.

Table 6. The students’ opinion about whether or not the English

Movies are enjoyable in learning listening.

Responses Frequencies Percent (%)

Strongly agree

Agree

Less agree

Disagree

9

11

-

-

45

55

Total 20 100%

Table 6 shows that most of the students thought that the

English Movies were enjoyable for them to use in learning listening. It

was supported with the empirical data where the highest percentage

shows that there were 11 students (55%) agree with the statement given

to them. Meanwhile, none of them less agree and disagree.

Table 7. The students’ opinion about whether or not the teaching

of listening is good by using English Movies.

Responses Frequencies Percent (%)

Strongly agree

Agree

Less agree

Disagree

10

8

2

-

50

40

10

-

Total 20 100%

Table 7 shows that most of the students thought that English

Movies were very good used in teaching listening. It was supported

with the empirical data where the highest percentage shows that there

were 10 students (50%) strongly agree with the statement given to them.

Meanwhile, none of them disagree in line with the item.

Table 8. The students’ opinion about whether or not the English

Movies can be alternative media in learning listening.

Responses Frequencies Percent (%)

Strongly agree

Agree

Less agree

Disagree

12

8

-

-

60

40

-

-

Total 20 100%

Table 8 shows that most of the students thought that the

English Movies could be an alternative media in learning listening. It

was supported with the empirical data where the highest percentage

shows that there were 12 students (60%) agree with the statement given

to them. Meanwhile, none of them less agree and disagree.

Table 9. The students’ opinion whether or not the English Movies

can be an entertainment media in learning listening.

Responses Frequencies Percent (%)

Strongly agree

Agree

Less agree

Disagree

11

5

-

4

55

25

-

20

Total 20 100%

Table 9 shows that most of the students thought that learning

listening by using English Movies could be an entertainment media. It

was supported with the empirical data where the highest rate percentage

shows that there were 11 students (55%) agree with the statement given

to them. Meanwhile, none of them less agree and the lowest percentage

shows that there were 4 students (20%) disagree.

Table 10. The students’ opinion about whether or not the

English Movies can activate their participation in the

learning process.

Responses Frequencies Percent (%)

Strongly agree

Agree

Less agree

Disagree

6

14

-

-

30

70

-

-

Total 20 100%

Table 10 shows that most of the students thought that the English

Movies could activate their participation in learning listening. It was

supported with the empirical data where the highest percentage shows

that there were 14 students (70%) agree with the statement given to

them. Meanwhile, none of them less agree and disagree.

Table 11. The students’ opinion about whether or not the English

Movies can avoid their teacher’s domination in the

learning process.

Responses Frequencies Percent (%)

Strongly agree 8 40

Agree

Less agree

Disagree

11

-

1

55

-

5

Total 20 100%

Table 11 shows that most of the students thought that using

English Movies could avoid their teacher’s domination in learning

process. It was supported with the empirical data where the highest rate

percentage shows that there were 11 students (55%) agree with the

statement given to them. Meanwhile, none of them less agree and the

lowest percentage shows that there was 1 student (5%) disagrees.

Table 12. The students’ opinion about whether or not they feel

motivate to learn listening by using English movies.

Responses Frequencies Percent (%)

Strongly agree

Agree

Less agree

Disagree

9

8

3

-

45

40

15

-

Total 20 100%

Table 12 shows that most of the students thought that they felt

motivate to learn listening by using English Movies. It was supported

with the empirical data where the highest percentage shows that there

were 9 students (45%) strongly agree with the statement given to them.

Meanwhile, none of them disagree with the statement.

Table 13. The students’ opinion about whether or not the English

Movies can help them to improve their listening ability.

Responses Frequencies Percent (%)

Strongly agree

Agree

Less agree

Disagree

9

9

2

-

45

45

10

-

Total 20 100%

Table 13 shows that most of the students thought that the

English Movies could help them to improve their listening ability. It

was supported with the empirical data where the highest percentage

shows that there were 9 students (45%) strongly agree and agree with

the statement given to them. Meanwhile, none of them disagree with the

statement.

Table 14. The students’ opinion about whether or not their attitude

is increased to learn listening by using English Movies.

Responses Frequencies Percent (%)

Strongly agree

Agree

Less agree

Disagree

8

10

2

-

40

50

10

-

Total 20 100%

Table 14 shows that most of the students thought that their

attitude is increased to learn listening through using English Movies. It

was supported with the empirical data where the highest percentage

shows that there were 10 students (50%) agree and 8 students (40%)

were strongly agree with the statement given to them. Meanwhile, none

of them disagree with the statement.

Table 15. The Descriptive of the Students’ Score of the

Questionnaire

NoScore of Item

Total1 2 3 4 5 6 7 8 9 101 4 4 4 4 4 3 3 3 3 4 362 1 3 2 4 4 3 4 2 3 4 303 4 3 3 4 3 4 4 4 4 4 374 3 3 3 3 4 3 3 4 4 4 345 3 3 4 4 2 3 3 3 4 3 326 3 4 4 3 3 3 3 3 4 3 337 4 3 3 4 3 3 3 3 3 3 328 3 4 2 3 4 3 1 4 3 4 319 4 4 3 3 4 3 3 3 3 3 3310 3 4 4 4 4 4 4 3 3 3 3611 4 4 4 4 4 4 4 4 4 4 4012 3 4 4 4 4 4 4 4 3 3 3713 3 3 4 4 1 3 3 4 4 3 3214 3 3 4 3 4 3 3 3 3 3 3215 3 4 3 4 1 4 3 2 2 2 2816 4 3 3 3 3 3 4 4 3 4 3417 4 3 3 3 3 3 4 4 4 4 3518 3 3 4 4 1 3 3 4 4 3 3219 4 4 4 3 3 3 4 2 2 2 3120 3 4 3 4 3 4 3 3 4 3 34

TotalSource: The Tabulation result of the questionnaire

To know the students’ attitude toward the application of using

English Movies, the researcher calculates the mean score of the

questionnaire by using this formula:

M =

=

M = 33.5

The mean score of the students’ questionnaire is 33.5

To interpret the mean score of the students’ attitude the

researcher refers to the alternatives response categories. The statement

of questionnaire on the students’ attitude had four alternatives:

a) Strongly agree = 4

b) Agree = 3

c) Disagree = 2

d) Strongly disagree = 1

Based on the students’ mean score in questionnaire, the

researcher concluded that the students of MA Babussalam have positive

attitude toward the application of using English Movies to improve their

listening ability.

B. Discussion

Based on the data analysis from the students’ pre-test and post-test,

there was improvement after treatment. The result of the students’ pre-test

showed that they were poor in listening skill. In the pre-test, from 20

students only one students (5%) got the very good score, 2 (8, 33 %)

students got the fairly good score, 11 (55 %) students got the poor score,

and 6 (30 %) students got the very poor score. None of them got the

excellent, good and fair score. In the post-test, the students’ score was

significantly increased. It was proved by the fact that there were 3 (15 %)

students got the excellent score, 3 (15 %) students got the very good score,

9 (45 %) students got the good score, 2 (10 %) students got the fairly good

score, 1 (5 %) students got the fair score, 2 (5 %) students got the poor

score. None of them got the very poor score. Based on the data above, we

can see that rate percentage of the post-test is higher than the pre-test. It

means that the students’ listening ability was significantly increased.

Based on the students’ mean score in the pre-test and post-test, the

researcher saw that they were significantly different. The mean score of

students’ pre-test is 3.80 and post-test is 7.95. And then, the result of the t-

test indicates that the t-value 7.98 is higher than the t-table 2.093. It means

that using English Movies is an effective technique in teaching listening.

Based on the students’ mean score in the questionnaire, the

researcher concluded that the students of MA Babussalam have positive

attitude toward the application of using English Movies in their listening

class. It can be seen from the result of the mean score, that is 33.5. It means

most of the students agree with the using of English Movies.

CHAPTER V

CONCLUSION AND SUGGESTION

This part deals with the conclusion and suggestion of the research

based on the findings and discussion in the previous chapter.

A. Conclusion

Based on the findings and discussion, the researcher concludes that:

1. The students listening ability of MA Babussalam before treatment was

classified as poor and then after treatment their listening ability is

significantly increased. It can be seen from the result of their post-test,

their listening ability change became good classification.

2. Using English Movies is an effective technique that can be used in

teaching listening skill. It can be seen from the result of t-test value and

t-test, where the value of t-test is higher than t-test.

3. The students of MA Babussalam have positive attitude toward the

application of using English Movies in their listening class. It was

supported by the questionnaire that they had answered.

B. Suggestion

After conducting this research, the researcher would like to offer

some suggestions:

1. Nowadays, English teacher should use a media that combined between

visual and auditory in teaching listening skill, so the students are not

bored and enjoy the class. It will be better to use multimedia in teaching

it. One of the good ways is by using English movies in their learning.

2. The researcher also suggested for the next researcher who are interested

in this subject (listening) to find out the other way that more interesting

than English Movies to teach listening because it is the most difficult

skill in English.

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McErlain, Tricia. 1999. The Nature of Listening: the Need for Listening in English for Academic Purposes. Retrieved from http://www.aelfe.org/documents/text1-McErlain.pdf .

McKeating, D. 1981. Comprehension and Listening in G. Abbot and P. Wingard (eds.), The Teaching of English as an International Language. Collins.

Miller, Roziln. 2002. Listening Curriculum Resource Guide. Retrieved from http://www.ostea.org/listening.htm.

Miyoko. 2009. Developing Teaching Material for Classroom Interaction in a Movie-Based Course. Retrieved from http:/www. http://www.seigakuin-univ.ac.jp/pdf.

Nicholas, Wilga M. 1988. Teaching Listening Comprehension. The English Teaching Forum. Vol XXIV. No. 1 Januari.

Oller, J. 1978. Expectancy for Successive Elements: Key Ingredients to Language Use. Foreign Language Annals7: 443-452.

Rasch. 2008. Definition of Ability. Retrieved from http://www.rasch.org/rmt/rmt152e.htm.

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APPENDIX A

Instrument of Pre-test and Posttest

Name : _________________

Class : _________________

TITANIC

Listen to the movie carefully and then fill in the blanks with the words

that you heard!

Rose : Jack, this is impossible. I can’t you.

Jack : I need to to you

Rose : No Jack, no!. Jack, I’m , I’m marrying Cal. I Cal.

Jack : Rose, you’re not picnic alright? You’re a spoiled little brat, even.

But under that, you’re the most amazingly, astounding,

wonderful girl, woman that I’ve never , and

Rose : Jack …

Jack : Let me trying getting this out! You’re ama I’m not an idiot. I

know how the worlds work. I’ve get ten bucks in my

and I’ve nothing to offer to you, well I know that, I . But

I’m too involved now. You jump I jump, ? I can’t turn

away without knowing you’ll be all right. That’s all that I want.

Rose : I’m fine, I’ll be fine………..really!

Jack : Really? I don’t so.

---ooo GOOD LUCK ooo---

First Meeting

Name : _________________

Class : _________________

THE INVISIBLE

Listen to the movie carefully and then fill in the blanks with the words that you

heard!

Scene One

Lecturer : See, they return. Ah…. She the tentative movements and the ____

feet. Trouble in the pace and the uncertain wavering.

__________? Come on guys, we did this poem three days ago.

Nick : Ezra Pound?

Lecturer : No one? Hello?

Nick : It’s Ezra Pound, The Return.

Lecturer : No one? Ezra Pound. You guys are killing me. OK, __________.

Poems we heard in last class. Jimmy!

Jimmy : Nick Powell’s poem. I mean, I didn’t get it. How does “sleep

__________ ”?

________ 1 : It’s a metaphor

Jimmy : It doesn’t any rhyme

Nick : What’s your problem man?

________ 2 : It’s _________; Nick’s always trying to make himself

__________.

________ 3 : I think Powell has serious issues.

Jimmy : Whatever, it .

________ 2 : I liked it.

Nick : Is this a game? Are you guys playing a game? Do you think this is

funny? Hello! __________? Hello, hello, hello, hello, hello, can

anybody hear me?

Lecturer : He guys, guys. Let’s talk about this when Nick gets back to class,

shall we?

========================

Nick : You saw me. You were at the _______and you saw me. I need

your help. Can you help me? Look, I know you can see me.

Old man : You’ll never been seen again. They…... can’t hear you anymore.

They can’t touch you. You don’t ……_______

Nick : No, no, no!

========================Marcus : ____ home! We’ve gotta get out of here. There’s a tail on

him.

Annie : There’s just no _________ these days.

Marcus : Shut your mouth! You need to learn to shut your mouth or

someone’s gonna shut it for you.

Annie : And who would that be, Marcus? ?

_________ 1 : Marcus, cops!

Cop 1 : Annie!

Cop 2 : Drop the gun Annie! Drop it now!

Cop 1 : Put the gun down. Hold your ____________. Put the gun down!

Annie, ! Nice. Come on Annie, where’s Nicholas?

Just give it up!

Nick : They’ll you Annie!

Annie : Never, never!

---ooo GOOD LUCK ooo---

Second Meeting

Name : _________________

Class : _________________

THE INVISIBLE

Listen to the movie carefully and then fill in the blanks with the words that you

heard!

Scene Two

Nick : You know, sometimes I wish my mom was Instead

of my Dad. I always did what she wanted. You know and I never

even argued. You know maybe if I was a little more like you, we

both wouldn’t be here.

Annie : I’m .

Nick : Annie….I know you can hear me. Just tell them where my

is.

===================

Nick : I’m dying, Annie. I don’t know how much time left to. And you’re

the only one that can save my . How much

messed up is that?

Annie…..!

I’ right here, Annie. I’m right here.

===================

Nick’s Mom : You some nerve.

Nick : No Mom, no!

Annie : I just need to talk to .

Nick’s Mom : Talk? He can’t talk. Thanks to you.

Annie : You should hate me.

Nick’s Mom : Hate you? Yes, I do. I hate you. !

Nick : Don’t!

Annie : Please, don’t! I can’t ask you to forgive me.

Nick : Stop it Mom, stop it!

Annie : It’s OK. She you.

Nick’s Mom : What did you say?

Nick : Tell her that I’m here.

Annie : I don’t know how to say this, but…..

Nick : Just tell her!

Annie : He’s here….NICK.

Nick’s Mom : Don’t. Don’t you talk about my son.

Nick : You have to make her listen to you. You have to make her listen.

Annie : I can feel him here. . I can even hear him. I know

what he wants.

Nick’s Mom : I don’t believe you.

Nick : Tell her that she was on my room.

Annie : You were in his room.

Nick : After I .

Annie : After he was gone.

Nick’s Mom : What do you do in?

Nick & Annie : You read one of my poems, for the first . I was

there Mom. I watched you. I read it with you.

Nick : And you couldn’t even finish it. You were hurting to much and

I….. and I see that now. I never understood what you were going

through after Dad died. How you felt.

Nick & Annie : But I’m still here Mom. And you have to that.

I’m here.

Annie : I’m here.

Nick’s Mom : What do you want? What do you want?

Annie : I need to see him, just for a minute.

Nick’s Mom : No.

Annie : I can help .

Nick’s Mom : No.

Annie : Please, I don’t know why, but I’m supposed to be here. I can bring

him .

---ooo GOOD LUCK ooo---

Third Meeting

Name : _________________

Class : _________________

THE SIXTH SENSE

Listen to the movie carefully and then fill in the blanks with the words that you

heard!

Scene One

Mom : Take ‘em off. I don’t want them on my . I saw

what was in your bureau drawer when I was cleaning. Get

something you want to confess? Hmm? The bumblebee

? Why did keep taking it? It was grandma’s. You know what if it

? You know how sad I’d be.

Cole : You’d cry cause you miss Grandma so much.

Mom : That’s right.

Cole : Sometimes people thinks they lose and they really

didn’t lose them, it just gets some moved.

Mom : So, did you move the bumblebee pendant?

Cole : Don’t get .

Mom : So, who moved it this time? Maybe someone came in our house,

took the bumblebee pendant out of my , placed it

nicely in your drawer.

Cole : Maybe

Mom : God, I’m so tired, Cole. I’m tired in my body, I’m tired in my

, I’m…..tired in my . I need some help. You

know, I don’t know if you noticed, but our family isn’t doing so

. I mean, I’ve been praying, but I must not be praying right. Look

like we’re just gonna have to answer each other’s prayer’s. If we

can’t talk to each other, we’re not gonna make it.

Now…tell me baby. I, I, I won’t get mad honey. Did you take the

bumblebee pendant?

Cole : No.

Mom : If you’re had enough roast . You need to leave the

table. Go!

====================

Dr. Crowe : I can’t be your doctor anymore. I haven’t paid enough attention to

my . Bad things happen when you do that. Do you

understand? I’m gonna transfer you. I know two

psychologists……

Cole : Don’t fail me. Don’t up. You’re the only one who

gonna help me. I know it.

Dr. Crowe : I can’t help you.

Cole : You……

Dr. Crowe : else can help you son.

Cole : You believe me right? Dr. Crowe you believe my secret right?

Dr. Crowe : I don’t know how to answer that Cole.

Cole : How can you help me, if you don’t believe me? Some magic is

.

---ooo GOOD LUCK ooo---

Fourth Meeting

Name : _________________

Class : _________________

THE SIXTH SENSE

Listen to the movie carefully and then fill in the blanks with the words that you

heard!

Scene Two

Cole : I’m ready to communicate with you now.

Mom : Communicate?

Cole : Tell you my _________.

Mom : What is it?

Cole : You know the ___________ up there?

Mom : Yeah.

Cole : ____________ got hurt

Mom : They did?

Cole : A _____, she died.

Mom : Oh, my God. What, you can see her?

Cole : Yes.

Mom : Where is she?

Cole : _________ next to my window.

Mom : Cole, you’re scaring me.

Cole : They scare me too sometimes.

Mom : They?

Cole : ________.

Mom : You see ghosts Cole?

Cole : They want me to do things for ______.

Mom : They……they talk to you? They tell you to do things?

Cole : They’re the ones that used to hurt me. What do you thinking

mama? Do you think I’m a _____?

Mom : Look at my face! I would never think that about you. ______. Got

it?

Cole : Got it

Mom : Just let me think for a minute

Cole : Grandma says hi. She say she’s sorry for taking the bumblebee

pendant. She just liked it a lot.

Mom : ______?

Cole : Grandma comes to visit me sometimes.

Mom : Cole, that’s very wrong. Grandma’s gone, you know that.

Cole : I know, she wanted me to _____you….

Mom : Cole, please stop!

Cole : She wanted me to tell you she saw you dance. She said, when you

were little, you and her had a fight…right before your dance

recital. You thought she didn’t come to see you ______. She did.

She hid in back so you wouldn’t see. She said you are like an

angle. She said…..you came to the ______ where they buried her,

asked her a __________. She said the answer is ……..________.

What did you ask?

Mom : Do I make her proud?

Cole : Mama ….

---ooo GOOD LUCK ooo---

Fifth Meeting

Name : _________________

Class : _________________

HARRY POTTER

Listen to the movie carefully and then fill in the blanks with the words that you

heard!

Scene One

Teacher : Good__________, children! Ordinary Wizarding Level

___________. …O-W-Ls. More commonly known as OWLs. Study

hard and you will be rewarded. Fail to do so and the consequences

may be ________. Your previous instruction in this subject has been

disturbingly uneven. But you’ll be pleased to _____, from now on …

you will be following a carefully structured, ministry-approved …

course of defensive _______. Yes?

Luna : There is nothing in here about using defensive spells.

Teacher : Using spells? … Well, I cannot imagine why you would need to use

spells in my __________.

George : We’re not gonna use magic.

Teacher : You’ll be _________ about defensive spells in a secure, risk-free

way.

Harry Potter : What use it that? If we’re attacked, it won’t be risk-fee.

Teacher : Students will raise their hand when they ______ in my class. It is the

view of the __________ that a theoretical knowledge will be

sufficient to get you through your examination. Which, after all, is

what school is all about.

Harry Potter : And how is theory supposed to prepare us for what’s out there?

Teacher : There is _________ out there, dear. Who do you imagine wants to

attack children like yourself?

Harry Potter : Oh, I don’t know. Maybe Lord Voldemort.

Teacher : Now, let me make this quite plain. You have been told that a certain

_____ wizard is at large once again. This is a ____.

Harry Potter : It is not a lie. I saw him. I fought him.

Teacher : _________, Mr. Potter.

Harry Potter : Can you certainty Cedric Diggory dropped dead of his own accord.

Teacher : Cedric Diggory’s death was a _______ accident.

Harry Potter : Voldermort killed him. It was murder.

Teacher : Enough. Enough. See Me ______, Mr Potter in my office.

---ooo GOOD LUCK ooo---

Sixth Meeting

Name : _________________

Class : _________________

THE SIXTH SENSE

Listen to the movie carefully and then fill in the blanks with the words that you

heard!

Scene Two

Harry Potter : Make it memory, the happiest you can remember. Allow it

to fill you up. Keep trying, Seamus. George, you

now.

George : Expecto Patranum.

Harry Potter : A full-bodied patronus is the most difficult to , but shield

forms can also be equally useful a variety of opponents.

Ginny : Wow, that was really good.

Harry Potter : Ginny. Just remember, your patronus, can only protect

you for as long as you stay focused. So, Luna. Think the

happiest thing you can.

Willy : Expecto patranum. I’m trying.

Harry Potter : I know it’s good. This is really advanced stuff, guys. You are doing so

well.

Scene Three

Prof Umbridge : in. Good morning Mr. Potter. . You’re

going to be doing sometimes for me today, Mr. Potter. No, not

with your quill. Going to be using a rather special one of mine.

……I want you to write, “I must not tell .”

Harry : How many ?

Prof Umbridge : Well, let’s say for as long as it takes for the to sink in.

Harry : You haven’t given me any ink

Prof Umbridge : Oh, you won’t need any …………..Yes?

Harry : Nothing

Prof Umbridge : That’s right. Because you know, deep you deserve to be

punished. Don’t you Mr. Potter? .

---ooo GOOD LUCK ooo---

Seventh Meeting

Name : _________________

Class : _________________

THE INCREDIBLES

Listen to the movie carefully and then fill in the blanks with the words that you

heard!

Scene One

Principal : I appreciate you coming down Mrs. Parr.

Mrs. Parr : What’s this about? Has Dash done something _______?

Mr. Bernie : He’s a disruptive influence and he mocks me in front of

the class.

Dash : He says …

Mr. Bernie : Look, I know it’s you! He thumbtacks on my ______.

Mrs. Parr : You him do this?

Mr. Bernie : Well….not really. No, actually not.

Mrs. Parr : Oh, then how do you know it was him?

Mr. Bernie : I a camera. Yeah, and this time I’ve got him………

See? You see? Oh, you don’t see it? He _______! Right there!

Wait, wait …Right there! Right as I’m sitting down. I don’t know

how he does it, but no tack on my stool before he

moves and after he moves there’s a tack. _____________? I think

not!

Principal : Bernie….

Mr. Bernie : Don’t “Bernie” me…. This little rat is guilty!

Principal : You and your son can go now Mrs. Parr. I’m sorry for the .

Mr. Bernie : You’re letting him go ? He’s guilty! You can see it on his

smug little face. Guilty, I say guilty! No!

APPENDIX B

QUESTIONNAIRE

Nama : __________________

Kelas : __________________

Petunjuk!

a. Baca dengan teliti petunjuk sebelum mengerjakan angket ini.

b. Pilih salah satu jawaban yang anda anggap benar.

c. Beri tanda silang (X) pada jawaban yang anda pilih.

Pertanyaan

1. Saya merasa tertarik belajar listening dengan menggunakan English

Movies.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

2. Penggunaan English Movies dalam belajar listening terasa menyenangkan

bagi saya.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

3. Saya merasa pembelajaran listening dengan menggunakan English Movies

adalah cara yang baik.

a. Sangat setuju c. kurang setuju

b. Setuju d. Tidak setuju

4. Penggunaan English Movies dapat menjadi media alternatif dalam

pengajaran listening.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

5. Penggunaan English Movies dapat menjadi media hiburan dalam

pengajaran listening.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

6. Penggunaan English Movies dapat memancing partisipan aktif dalam

proses pembelajaran.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

7. Penggunaan English Movies dapat menghindari dominasi guru dalam

proses pembelajaran.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

8. Setelah mengikuti pembelajaran dengan menggunakan English Movies ini,

saya merasa terdorong untuk meningkatkan kemampuan listening dengan

cara ini.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

9. English Movies ini membantu untuk meningkatkan kemampuan listening

saya.

a. Sangat setuju c. Kurang setuju

b. Setuju d. Tidak setuju

10. Dengan menggunakan English Movies minat belajar saya menjadi

meningkat.

a. Sangat setuju c. Kurang setuju

b. Sangatsetuju d. Tidak setuju

APPENDIX C

The Students’ Score of Pre-test

SubjectPre-test

X1

Pre-testX1

1 4 16

2 5 25

3 5 25

4 2 4

5 4 16

6 9 81

7 4 16

8 4 16

9 3 9

10 4 16

11 7 49

12 5 25

13 4 16

14 2 4

15 1 1

16 7 49

17 5 25

18 4 16

19 2 4

20 3 9

Total

APPENDIX D

The Students’ Mean Score and Standard Deviation of Pretest

a.

=

= 3.8

1

)( 22

NN

XX

SD

The students’ mean score of pre-test is 3.8

b.

=

=

=

=

=

SD = 2.65

The students’ standard deviation of pre-test is 2.65

APPENDIX E

The Students’ Score of Post-test

SubjectPost-test

X2

Post-testX2

1 7 49

2 10 100

3 6 36

4 8 64

5 9 81

6 10 100

7 5 25

8 10 100

9 8 64

10 8 64

11 7 49

12 8 64

13 8 64

14 5 25

15 8 64

16 8 64

17 8 64

18 9 81

19 8 64

20 9 81

Total

APPENDIX F

The Students’ Mean Score and Standard Deviation of Posttest

a.

=

= 7.95

The students’ mean score of pre-test is 3.8

1

)( 22

NN

XX

SDb.

=

=

=

=

=

SD = 1.43

The students’ standard deviation of pos-test is 1.43

APPENDIX G

The Students’ Gain Difference of Matched Scores

SubjectGain

D D²

1 3 9

2 5 25

3 1 1

4 6 36

5 5 25

6 1 1

7 1 1

8 6 36

9 5 25

10 4 16

11 0 0

12 3 9

13 4 16

14 3 9

15 7 49

16 1 1

17 3 9

18 5 25

19 6 36

20 6 36

Total

APPENDIX H

Test of Significance

The Score Difference:

=

= 3.75

The t Test is:

=

=

= 365-281.25 = 83.75

= (20-1) = 19

= 20 (19) = 380

=

= = 0.47

=

t = 7.98

Thus, t = 7.98, α = 0.05 and df = 19 derived from df = (N-1) = (20-1) =19

So, t- value = 2.093 (it can be seen in appendix J in distribution t-table)

APPENDIX I

The rate percentage of the questionnaire

No. Strongly

Agree

Agree Disagree Strongly

Disagree

F P% F P% F P% F P%

1

2

3

8

9

10

40

45

50

11

11

8

55

55

40

-

-

2

-

-

10

1

-

-

5

-

-

4

5

6

7

8

9

10

12

11

6

8

9

9

8

60

55

30

40

45

45

40

8

5

14

11

8

9

10

40

25

70

55

40

45

50

-

-

-

-

3

2

2

-

-

-

-

15

10

10

-

4

-

1

-

-

-

-

20

-

5

-

-

-

]

APPENDIX J

Distribution of t-table

 df level significance of one tail scored

  0.25 0.1 0.05 0.025 0.01 0.005  level significance of two tail scored  0.5 0.02 0.1 0.05 0.02 0.01

1 1 3.078 6.314 12.706 31.821 63.6572 0.816 1.886 2.92 4.303 6.956 9.9253 0.765 1.638 2.353 3.182 4.541 5.5414 0.741 1.533 2.132 2.776 3.747 4.6045 0.727 1.473 2.015 2.571 3.365 4.032             

6 0.718 1.44 1.943 2.447 3.143 3.7077 0.711 1.41 1.895 2.365 2.998 3.4998 0.706 1.397 1.86 2.306 2.896 3.3559 0.703 1.383 1.833 2.262 2.821 3.25

10 0.7 1.372 1.812 2.228 2.764 3.169             

11 0.697 1.363 1.796 2.201 2.718 3.10612 0.695 1.356 1.782 2.179 2.781 3.05513 0.694 1.35 1.771 2.16 2.65 3.01214 0.692 1.345 1.761 2.145 2.624 3.97715 0.691 1.341 1.753 2.131 2.602 3.947             

16 0.69 1.337 1.746 2.12 2.583 2.92117 0.689 1.333 1.74 2.11 2.567 2.89818 0.688 1.33 1.734 2.101 2.552 2.87819 0.688 1.328 1.729 2.093 2.539 2.86120 0.687 1.325 1.725 2.086 2.528 2.845             

21 0.686 1.323 1.7 2.08 2.518 2.83122 0.686 1.321 1.725 2.074 2.508 2.81923 0.685 1.319 1.725 2.069 2.5 2.80824 0.685 1.318 1.725 2.064 2.492 2.797             

25 0.684 1.316 1.708 2.06 2.485 2.78726 0.684 1.315 1.706 2.056 2.479 2.77927 0.684 1.314 1.703 2.052 2.473 2.77128 0.683 1.313 1.701 2.048 2.467 2.76329 0.683 1.311 1.699 2.045 2.462 2.757             

30 0.683 1.31 1.697 2.042 2.457 2.7540 0.681 1.303 1.684 2.021 2.423 2.70460 0.679 1.296 1.671 2 2.39 2.66120 0.677 1.289 1.658 1.98 2.358 2.617