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
To clarify the problems, the writer limited those problems in the use of film clips media in teaching listening, the basic concept of listening, some types and
procedures in using film clips. The problems were related with the teacher, the
students, the materials, the media, and the teaching methods and techniques. Unfortunately, in this action research, the researcher had limited time to overcome
all of the problems. Considering the urgency and the ability of the researcher, the researcher had
to limit the problems that would be overcome. Based on that, there were the problems that could be solved. Those were the problems that based on the
students, the media, and teaching method technique in teaching listening.
To make it more specific, the problems in this research were limited to the manageable problems based on the fund, urgency and the feasibility of the
researcher in the English teaching and learning process that related to students, i.e. the students had low motivation in learning listening, and related to the media and
teaching technique, i.e. the teaching listening skills for students was done conventionally. The strategy of listening teaching learning was improper which
caused the students‟ competence of listening did not meet the expectation. Therefore, the students had low ability in listening comprehension.
In relation to the above explanation, it was realized that many students frequently had some problems in listening comprehension by using film clips.
Various solutions had been offered by the educators to overcome the problems. The solutions involved the media and strategies which were intended to improve
the students‟ listening ability. The educators tried to use some media and strategies that help the students comprehend the spoken passage by using film
clips. Furthermore, using film clips allows students to see a whole of paralinguistic
behavior, pick up a range of cross-cultural clues, and entry into a whole range of other communication worlds Harmer, 2007:308. Students could see how
intonation matches facial expression and what gestures accompany certain phrases. Film clips allowed students entry into a whole range of other
communication worlds. For example, they saw how different people stand when they talked to each other. The use of film was very interesting for learners in
understanding comprehending spoken discourse.
Therefore, this research was also limited to the use of film clips media to improve students‟ listening comprehension in class XI Social 2 at SMA Negeri 1
Sleman Yogyakarta. Thus, this study could improve the students‟ ability in
comprehending spoken passage. It was widely known that cognitive processes
such as bottom-up and top-down processes had been applied in many teaching listening entire the world and had highly success in helping students to
comprehend spoken passage. Therefore, film clips media is one of the highly successful media in teaching listening.
The researcher had chosen the students of grade XI for the study because there had not been the appropriate strategy which was viewing technique of using
film clips media in listening teaching and learning process especially at the eleventh grade students of SMA Negeri 1 Sleman Yogyakarta.
D. Formulation of the Problem
