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
Based on the result of the study, it was found that the students were able to improve their listening comprehension in the teaching-learning process. The
implications of the actions were described below.
1 In this research, the researcher used film clips media and viewing technique of using film clips in comprehending a spoken text. This was revealed that
film clips media could help the teacher to deliver the learning materials to students. This implied that the English teacher should have creativity and
boarder knowledge in teaching-learning process. Moreover, the teachers needed to design the appropriate strategy in order that the students understood
and focused what the teacher explained. 2
Using film clips media in listening activities maintain the students„ attention. The students were interested and enthusistic in listening to the explanation
given. This implied that the teacher should use and manage the teaching and learning strategy well to support the activities in presenting materials. It
means that the teachers must be creative. They have to know how to make the students interested in listening.
3 Using film clips media in analysing spoken narrative texts could improve the students„ listening comprehension. The students found it easy to generate
ideas, identify the text„s generic structure, and find new vocabularies. This did not mean that the teacher has to use film clips media in some meetings but
sometimes the teacher can use this as one of teaching strategy. This is not only in listening activities, but also in all activities in English teaching and
learning of spoken texts. This implied that the teacher must be creative in choosing and designing any kinds of activities that help the teaching learning
process based on the SKKD and the learning objectives. Then, the use of this
media could attract the students„ attention and could help the students to comprehend the materials given.
4 Giving rewards, feedback and publishing their task could improve the students„ motivation to do their projects. This means that we could sometimes
use it as one of the motivation to support the projects. This implied that the teacher must be the good ju
dge in the result of the students„ projects.
C. Suggestions
