CHAPTER V CONCLUSIONS, IMPLICATIONS AND SUGGESTIONS
In this chapter, the writer divided the content into two points. They were conclusions and suggestions. The explanation of each point was presented below.
A. Conclusions
This was an action research. This research recorded some data about the use of using film clips media result in listening activities. They were presented as
follows.
1. The meetings were two times a week. In both cycles, the researcher implemented: a the use of film clips media in teaching and learning of
listening to improve students‟ listening comprehension ability, b the use
film clips media to attract the students‟ motivation in listening .
In Cycle I and Cycle II, there were res
ults showing students‟ improvements after actions were given. A word “success” could be declared in this research in order to
improve the students‟ listening comprehension ability. This could be seen from the students‟ listening test result. When the students identify the correct
generic structure, past form verbs, adverbs of time, adjectives, action verbs and, conjunction. Then, they also have improved their vocabulary items.
2. In reference to the data analysis in this research, the use of film clips media is believed to be useful to improve students‟ ability in listening comprehension.
To support the results of the actions, there were two kinds of data presented in
this research, namely qualitative and quantitative data. In terms of qualitative data, the research obtained some results as follows.
a. The English Teaching and Learning Process The initial condition before the actions were conducted, the students were not
motivated to participate in listening process. The listening process was monotonous. The teacher did not use interesting materials in using film clips. The
teacher did not use an appropriate strategy in teaching listening in using film clips.The students did not have good ability to meet the standard score.
During the implementation of the actions, film clips media can help the teacher in the listening learning process in delivering the materials. The listening
learning processes in the class run well. The students were interested and enthusiastic in English teaching and learning. The English teaching and learning
process in listening activities was more attractive and enjoyable than the previous condition. The classroom atmosphere was better so the students were easy to
generate their ideas, appropriate vocabularies, identify the correct generic structure, past form verbs, adverbs of time, adjectives, action verbs and,
conjunctions. b. The Students
The students became more interested and enthusiastic in the listening activities. They were motivated to all of the activities in the class. They were
actively involved in the discussion. Moreover, their ability in listening comprehension was increased. The students got better understanding of the
process how to read a narrative text. They were able to comprehend the text well.
Their mistakes in answering the questions decreased as well. The improvements were summarized below.
1 The students got better motivation in learning English especially in listening activity.
2 The students were actively involved in the discussion in the class. 3 The students were more interested to the materials given.
4 The students paid attention more to the explanation given. 5 The students got better understanding of the process how to listen a narrative
spoken text. 6 The students performed better understanding of identifying the components of
a narrative text. 7 The students could minimize their mistakes in answering the questions based
on the narrative text. In terms of the quantitative data, the improvement of students‟ ability in
listening comprehension was supported by the result of students‟ listening score as performed. The result of this research showed that the students score in
listening increase.
B. Implications
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