The reasons of why the researcher used film clips were identifying factors influencing the students cannot comprehend the listening activities, identifying
factors to consider of students had low achievement in learning the materials, developing plan of action based on the influencing factors, implementing the plan
of actions to find out strategic actions and describing significances of film clips in improving students‟ competence.
B. Identification of the Problem
Based on the class observation, class teaching, interview with the students and the teacher, and questionnaire, there were some problems that resulted in
unsatisfactory of teaching listening. The first problem was related to the teacher. Based on the observation, the
researcher found that the teacher had difficulties in handling students during the lessons. While the teacher was explaining or giving questions to the students, or
asking some students to practice in front of the class, the other students made noises and did not pay attention to their friends who were practicing or answering
the questions. The second problem was concerned with the students. Based on the result of
the observation, most students were passively involved in the classroom listening activities. Most of them did not pay attention to the teacher when she was giving
explanations, especially when the teacher was explaining in English. In listening activities, the students found difficulties because their vocabularies were still low.
The students also had low motivation in learning listening. When the teacher asked them to watch film, they felt sleepy. Many students were just chatting with
their friends, leaning their head and chin, when they were asked to answer the questions. Only some of them did it seriously. It showed that motivation may
affect the students‟ behavior in learning. Motivation was one of the significant roles in listening activities.
The third problem was related to the materials. The materials that were used at eleventh grade students of SMA Negeri 1 Sleman Yogyakarta were mostly taken
from the old films. The teacher was less selective and adaptive in using the authentic materials into the classroom. Thus, the students were bored about the
activities. The fourth problem was concerned with the media, teaching methods and
techniques. Teaching listening skills for students in SMA Negeri 1 Sleman Yogyakarta was done conventionally. The teacher played the whole films in
teaching listening without appropriate strategy. Therefore, the students were getting bored in listening class. The teacher did not provide different activities so
that the teaching and learning process was not interesting. Based on the description above, the problems can be listed as follows.
1. The teacher had difficulties in handling students during the lessons. 2. The students made noises and did not pay attention during the lessons.
3. The students were passively involved in the classroom listening activities. 4.
The students‟ vocabulary mastery was low. 5. The students also had low motivation in learning listening.
6. The materials that were used were mostly taken from the old films. 7. The teacher was less selective and adaptive in using the authentic material
into the classroom. 8. The teacher did not provide different activities in teaching listening.
In relation to the above explanation, in fact, it was realized that many students frequently had problems in listening comprehension. Various solutions had been
offered by some researchers to overcome the problems. The solutions involved the media and strategies, which were intended to improve the students‟ listening
comprehension ability. The researcher used film clips media and viewing technique of film clips that help the students in order to comprehend the spoken
passage.
C. Limitation of the Problem
