3. Action Implementation
After having the data from preliminary study and deciding the action used during the research, the researcher implemented the action to the students of class
XI EL of SMK Marsudi Luhur II Yogyakarta. Since it was classroom action research, the researcher used Bachman‟s spiral as the theoretical background for
the research. The research was done on May 2012. In this research, the researcher conducted two cycles in which each cycle
contained of three steps, i.e. planning, action and observation, reflection. In planning, the researcher prepared the lesson plans, the teaching materials and also
the teaching media which were used to support the research. In conducting the action, the researcher did the observation in the same time as well. In the action,
the researcher was helped with outside observers. After getting the data from the action implementation, the researcher reflected the result, whether the action
helped the students to improve their pronunciation or not.
a. Cycle one
1 Planning
After knowing the real problem faced by the students in pronouncing English words, the researcher made the plan for the action. In this research, the
researcher found that the students got difficulty in Pronunciation. They were not confident enough to speak in English. Moreover, they needed interesting media to
learn pronunciation easily as well. It was difficult for the students to recognize the correction from the teacher sometimes. In addition, using an old way in
correcting pronunciation, like repeating what the teacher have said, seemed uninteresting for the students. As a result, the students just listened to the teacher,
but they did not learn it seriously. It would be easy for them to forget the correction.
Knowing that situation, the researcher tried to offer movies to help the students to overcome their problem. In planning, before making the lesson
planning, the researcher selected the movie used for the action. In the first cycle, the movie used was A Series of Unfortunate Event by Lemony Snicket. That
movie was chosen because the researcher found that the pronunciation was clear enough. The story is about the orphanages that experience unfortunate event
during their journey. After selecting the movie, the researcher decided the teaching material
which had connection with the movie. In the first cycle, the material was about expressing feelings. After knowing the material, the researcher designed the
pronunciation test. The pronunciation test was in the form of dialogue text see appendix 2, p. 73. The vocabulary used for the test was chosen from the movie.
The researcher found the transcription of the movie and picked some vocabulary for the dialogue.
The next step was making the lesson planning. In the learning activities, the researcher set the students to be in a group. The consideration was that the
students would be free to speak in English with their friends. Westbrook 2011, p. 5 states
that “often students feel more comfortable talking language risk with
their classmates than they do with the teacher .” The description of the teaching
and learning activities was: a Before the class begun, the researcher informed the learning objectives and
gave apperception towards the learning topic about expressing feelings. b The researcher asked the students to discuss the expressions that are usually
used in daily life with their friends. It was done to know how deep they understand the topic. Besides, it was done to give opportunity to the students
to explore their understanding related with the topic about expressing feelings.
c The researcher gave explanations about words and expressions used to express feelings.
d The students were asked to make a group consisted of two students in pairs. After that the students were asked to read the dialogue given in their group.
e The researcher did a pronunciation test by asking each group to read the dialogue in front of the researcher, while the other students were asked to do
the exercise. In the pronunciation test, the researcher told the students the mistakes that they made, but without telling the correct pronunciation. It
was done to check students‟ ability in pronunciation. f After that, the researcher played a movie and asked the students to watch and
to learn the pronunciation from the movie. g After watching the movie, the students were asked to read the dialogue again
in front of the teacher. It was done in order to check and to compare the result of their improvement in pronunciation after the implementation of the action.
h The researcher discussed the lesson together with the students and gave a summary and a feedback about the material taught to the students.
2 Action and Observation
The action was done on Wednesday, May 16, 2012. It was done in one meeting which consisted of three meeting hours 3X45 minutes. At that day,
there were 11 students came to the class and 4 students were absent. The researcher started the action based on the plan.
In this research, the observation was done in the same time with the action. The researcher was helped with two outside observer they were students from
English Department, Sanata Dharma University. The observer wrote everything happened during the action on the field note that the researcher used to analyze
the action implemented. The process of the implementation of the action is described below.
a Before the class begun, the researcher checked the classroom condition first because of some students were busy moving the Table and chair, while other
students were talking with their friends. After the students were ready to follow the lesson, the researcher reviewed the previous material. After that
the researcher gave information about the objective of the lesson. Besides, the researcher also gave apperception towards the material of expressing feelings.
b The students were asked to discuss the expressions that they usually used in daily life with their friends.
c The researcher gave explanation about words and expressions used in expressing feelings.
d The students were asked to make a group and they were asked to read the dialogue in their group.
e The researcher did the pronunciation test by asking each group to come to front to read the dialogue in front of the researcher. The researcher marked
their mistakes and told to them the mistake without giving the correction. While the researcher did the test, the other groups were asked to do the
exercise. The researcher called one by one group to come to the front in order to make them focus in pronunciation.
f After the test finished, the researcher played a movie and asked the students to watch and learn the pronunciation from the movie. From the observation,
the students looked serious when they were watching the movie. Some of them noticed the pronunciation from the movie to find the correction from
their mistake. g The researcher asked each group to come to the front again to read the
dialogue in front of the researcher. The researcher marked the mistakes that they made after watching the movie. The researcher made the comparison of
students‟ pronunciation before and after watching the movie. h Before the class ended, the researcher summarized the lesson and gave
feedback to the students. From the observation, the researcher concluded that the action was
implemented similar to what the researcher had planned before. The students felt
happy because they had different activities in the classroom. They were enthusiastic knowing that the researcher used movie in the classroom. Besides,
having conversation with them made the researcher knew that in fact they really wanted to be able to pronounce English words correctly.
Based on the field notes, the observers saw that the learning and teaching activities went smoothly and the students respond it well. However, the length of
the movie was too long. One observer suggested if the movie was too long and the students got difficulty in following the story line, they could get bored. As a
result, they could not focus to learn the pronunciation from the movie. From the observation, it could be concluded that the action implemented was not enough to
see the improvement made by students and how movie helped the students.
3 Reflection
After evaluating the action implemented, the researcher could conclude that the first cycle there were some problems that made the action did not work
very well. The problems were about the length of the movie and also the story line that was quite difficult to understand for some students. Another problem
was about the number of the absent students which affected to the result of the action implemented.
Having known those problems, the researcher decided to conduct the second cycle. In the second cycle the researcher tried to overcome the problems
encountered during the implementation of first cycle. The researcher expected
that the result would be better and it showed that movies really could help the students to improve pronunciation skill.
b. Cycle two
1 Planning
The researcher planed the second cycle based on the problems encountered in the first cycle. The problems were about the movie and the number of the
absent students. The movie used in the previous action was too long. Moreover, the students got difficulty in understanding the story. That condition made the
students only focused on catching the story rather than learning the pronunciation. On the other hand, the students felt bored when they did not know the story and
they would tend to do something rather than watching the movie. In the second cycle, the researcher chose the movie entitled Hoodwinked
by Cory Edwards and friends. The genre of the movie is comedy. The movie is inspired by an old fairy tale, red riding hood. However, the plots are modified into
the modern story of red riding hood. The researcher chose that story because it was expected that the students would be interested to watch the movie and learn
the pronunciation from the movie. After deciding the movie, the researcher designed the teaching materials.
In the second cycle, the materials were about expressing feelings and simple past tense. After that, the researcher designed the pronunciation test. In this cycle, the
dialogue text used for the test was longer and it involved three students in each group. The researcher used the vocabulary which was used in the movie. The
next step was making the lesson planning. The description of the activities was:
a The researcher informed the learning objectives and gave apperception towards the learning materials.
b The researcher did quick review on the previous material about expressing feelings.
c To check their understanding, the researcher asked them to make a group consisted of three person. In their group, they were asked to underline the
expressions used in the text given by the researcher. d After that, the researcher discussed the answer together with the students
orally. e The researcher gave explanation about expressing feelings and continued with
next material about simple past tense. f The researcher gave a new text containing the material taught and asked the
students to read it in their group. g The researcher did the first pronunciation test by approaching each group and
made a note based on their mistake in pronouncing English words. h After that, the students were asked to watch a movie and learn the
pronunciation. i The researcher did the second pronunciation test to check whether there was
an improvement or not made by the students in pronouncing English words after watching the movie.
j The researcher discussed together with the students about the lesson. k
The researcher asked students‟ understanding about the materials and their experience in learning pronunciation.
l Before closing the class, the researcher gave summary and feedback of the material taught.
2 Action and Observation
The action was done on Wednesday, May 23, 2012. It was done in one meeting which consisted of three meeting hours 3X45 minutes. At that day,
there were 14 students came to the class and only 1 student was absent. In the second cycle, the researcher was helped by outside in observing the
implementation of the action. The observer wrote the process of teaching and learning on the field note that would be used in evaluation. The process of the
action implementation is described below. a The researcher did review on the previous material about expressing feelings.
The researcher asked the students about the homework and discussed the answer together.
b The students were asked to make a group consisted of three people. They were asked to read a text given by the researcher and underline the
expressions used in the text. After that, the researcher discussed it together with the students orally.
c The researcher continued explaining the material about expressing feelings. In that meeting, the researcher also explained the new material about simple
past tense. d The students were given time to take notes and to ask questions related with
the materials taught.
e The students were asked to practice reading a dialogue in their group, while the researcher did the first test by approaching each group and made notes on
their mistake in pronouncing English words. Because the students had already learnt pronunciation in the previous meeting, they seemed enthusiastic when
the researcher told their mistake and asked them to learn the correct pronunciation from the movie.
f The researcher played the movie and asked the students to watch and learn the pronunciation. The movie was animation and it worked very well in
increasing students‟ interest. g After watching the movie, the researcher asked each group to perform the
dialogue in front of the researcher. In that time, the researcher did the second test and making comparison of their mistake in pronouncing English words
before and after watching the movie. h The researcher gave summary and feedback to the students about the lesson.
From the observation, the second cycle worked better than the first cycle. The students seemed enjoy watching the movie because they liked the movie and
they could get the story easily. They looked serious in learning the pronunciation as well, even some students tried to repeat the pronunciation from the movie for
many times.
3 Reflection
After evaluating the action implemented on the second cycle, the researcher could conclude that the students really made improvement in
pronunciation after watching the movies. From the data, it could be seen that
there was significant improvement in pronouncing English words correctly by looking the number of the mistakes before watching the movies and after
watching the movies. In the second cycle, the students could learn the pronunciation easily
because they enjoyed the movie. They looked happy when they knew the story and it affected on their motivation in learning the pronunciation from the movie.
The researcher also saw that the students became more confident in speaking. It was seen in the pronunciation test after they watched the movie. Most of the
students read the text enthusiastically. Even they also showed their gesture when they read the dialogue. From the finding, the researcher concluded that the use of
movies in classroom in improving students‟ pronunciation was successfully done.
64
CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions of the research and the recommendations for further research. The conclusion discusses the answer from
the research problem, while the recommendations contain the suggestions for the further research using movies in classroom to help the students in improving their
pronunciation.
A. Conclusions
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