Broughton et al. 2003 mean, “the learners are trying to identify much more
closely with a speech community which uses that language variety .” In this
country, most of students learn English instrumentally. That is why the teachers have to be creative enough in designing both learning activities and learning
material in gaining students‟ interest. Broughton et al.
2003 define English as a foreign language as “language that is taught in schools, often widely, but it does not play an essential role in
nation or social life .” Broughton explains that English, when it is treated as a
foreign language, is not used in daily life because of people use their own mother language. The condition is different when English is treated as a second language
because English is also used in the daily life. Maxom 2006, p. 24-27, in her book, discusses the things that teachers
may consider in teaching EFL, such as 1. Teaching the easier words first
2. Focusing on the most useful words 3. Giving students room to talk
4. Keeping things relevant
She also states that before teaching the students, the teachers have to be able to recognize students‟ needs. It is needed to design appropriate materials and
learning activities, so that the students will enjoy the lesson, Maxom, 2006.
2. Learning Media
To gain students‟ interest, teachers have to be creative enough in choosing learning media used in classroom. Parker 2010 agrees that the use of an
appropriate method and interesting learning media in teaching pronunciation help
the teachers to motivate their students to learn. Meanwhile, from students‟ point of view, using interesting media help them to understand the lesson easily because
they have motivation in following the lesson. Jasmansyah 2008 states that the teachers should design appropriate
learning media to help them in teaching. The goal of teaching is that the knowledge should be transferred to the students. To help the teachers to get a
good result in transferring the knowledge, the teachers can use interesting media in classroom. Jasmansyah also defines learning media as
a tool used by teachers, facilitators, or tutors to help learners improve reading and other skills, illustrate or reinforce a skill, a fact, or idea,
and relieve anxiety, fear, or boredom, since many teaching aids are like games.
3. Movies
Oxford English Dictionary 7
th
edition defines movie as “a series of
moving pictures recorded with sound that tells a story .” Ishihara Chi 2004
state that using movies in classroom can facilitate the students to improve their skills, especially oral skills, through the themes, grammar features used in the
movie. They also find the benefit of using movies in teaching language. The benefit is that
Cultural aspects of the film, such as customs and humor, or culturally specific use of language, such as idioms, could be discussed with
learners, or learners could exercise their powers of observation to inductively learn functional use of language Ishihara Chi, 2004.
In addition, Goodwin 2008 in her study observes the reasons of using movie in teaching pronunciation. She finds five reasons that are:
1. Allow learners to mimic the multi-layered complexity of real-life
interaction 2. Develops l
earners‟ listening comprehension through intensive analysis of native speaker speech
3. Examines the underlying message conveyed not only by the discourse and the context of the situation but also by the stress and intonation
patterns chosen by the speakers 4. Highlights the intersection of prosody with non-verbal communication
5. Incorporates drama techniques, which engage the learner both psychologically and physically and provide a rich context for
developing interactional skills and improving intelligibility
Goodwin 2008 also gives the guideline to choose movies that are appropriate for the students.
1. 1-2 minutes in length 2. 2 speakers at most 3
3. self-contained understandable without much explanation 4. reflects an interaction the students could identify with in their
everyday life 5. clear prominent elements
6. it can be more motivating if encounter has emotional overtones or humor
There are several things that the teachers should consider before using the movies in the classroom. Giacomo 2008 proposes some aspects that should be
considered when movies are employed in the teaching and learning activities. 1. The movies should be appropriate for the students, i.e. their age, background
and level in understanding the language used in the movies 2. Check the environment in the classroom whether the setting supports to play
the movie or not. The teachers have to ensure lighting, the air circulation, the noises and the distractions from outside the classroom
3. Prepare the equipment to play the movies. It would be better if the teachers prepare it before the class begins to make use the time efficiently
4. The sound and the volume of the movies should be in the right level so that it will not disturb the other classes
5. Consider the length of the movies to play in the classroom. The teachers do not need to play the entire movie in the classroom. However, it is possible to
play the entire movie when it can give answer to the objective of learning 6. The teachers need to watch the movies before bringing it to the classroom.
Find the right movies for the objective of the learning. Find movies which have connection with the materials taught
In teaching pronunciation, movies can be used as the teaching media to help the students to comprehend the pronunciation. Through movies, the students
can get precise example of good pronunciation. The native speakers in the movies will give example in articulating the English words correctly. By seeing the way
natives speak, the students will be easily learn the way to produce correct sounds of certain words, especially for the new words that the students never hear before.
Edwards and Zampini 2008, p. 357 “in EFL and some EIL setting, media such as
radio, television, movies, book on tape and the internet may all provide a range of voices, dialects, and accents to argument classroom-based in-put
.” Besides, the use of media in classroom becomes the alternative technique to allow the students
to have authentic interaction with the native speakers, Edwards and Zampini, 2008.
4. Pronunciation
