A. The Use of Movies in Classroom
Before implementing the action, the researcher observed the situation in the classroom and the problem faced by the students of class XI EL of SMK
Marsudi Luhur II Yogyakarta in pronunciation. The researcher found that the students had problem with pronunciation in producing the correct sounds.
Kenworthy 1997 mentions that the sources cause unintelligible pronunciation are sounds substitutions, sounds deletions and sound insertion. The students of
class XI EL of SMK Marsudi Luhur II Yogyakarta commonly had problem with sounds substitutions and sound deletions. In addition, they often pronounced the
words based on its spelling. When they were not sure with the sound they produced, they tend to stop saying anything. The researcher observed when their
English teacher tried to correct their incorrect pronunciation by giving the correction and asked them to repeat it; the students tend to do something, like
talking with their friend or looking outside. That situation became the consideration for the researcher to use
interesting teaching media to improve their pronunciation. In this research, movies were employed to answer the research problem. The researcher selected the
movies which employ native speakers on it, so that the students had understandable example of pronunciation.
From the pronunciation test before they watched the movies from both cycle one and cycle two, it could be seen the pronunciation problems that made
the students of class XI EL of SMK Marsudi Luhur II Yogyakarta pronouncing English words unintelligibly. From Table 4.1. and Table 4.2. it could be seen the
number of mistakes that the students of class XI EL of SMK Marsudi Luhur II Yogyakarta made in the pronunciation tests.
Table 4.1. The Number of Mistakes in Pronunciation Cycle One
No List of
Mispronounced Words
Before Watching the Movie
After Watching the Movie
Progress
1 Lucky
3 2
1 2
Many 1
1 3
Book 2
1 1
4 Time
3 3
5 Beach
1 1
6 Know
3 1
2 7
Are 1
1 8
Want 1
2 -1
9 How
1 1
10 Klaus
3 3
11 Where
1 1
12 Library
7 3
4 13
Train 4
3 1
14 Find
2 2
15 This
1 1
16 Pleasure
2 1
1 17
Need 1
1 18
About 1
1 19
Good 1
1 Average
2.05 0.74
1,32
From Table 4.1. it could be seen that there were nineteen words that the students pronounced it incorrectly. After they watched the movie, the number of
mistakes they made decreased. There were eleven words that they students corrected it after they watched the movie. From the mistake they made in cycle
one before they watched the movie, it could be analyzed that mostly the problem
was sound substitutions. Table 4.2 . would present the students‟ pronunciation
before they watched the movie which showed the problems they faced.
Table 4.2. The Students’ Pronunciation Cycle One
No Words
Correct Pronunciation
Students’ Pronunciation
1 Lucky
l ʌk.i
l ʊki
2 Many
men.i m
ːni 3
Book b
ʊk b k
4 Time
ta ɪm
tem 5
Beach biːtʃ
bæt ʃ, bi:t
6 Know
n əʊ
kn əʊ, naʊ
7 Are
ər əre
8 Want
w nt w
ʌnt 9
How ha
ʊ h w, h
10 Klaus
kla ʊs
kl s 11
Where we
ər w
ɜːr 12
Library la
ɪ.brər.i l
ɪbrʌri 13
Train tre
ɪn tr
ʌin 14
Find fa
ɪnd f
ɪn, faɪn 15
This ð
ɪs nð
ɪs 16
Pleasure ple
ʒ.ər pliːzər,
ple ʒur
17 Need
niːd ned
18 About
əbaʊt ʌb t, ʌbaʊt
19 Good
g ʊd
g t
From data presented above, the problems that the students made were about sound substitutions and sound deletions. They often changed the vowels
with their own way in which they used their mother language style. As a result
they often pronounced the vowels based on its spelling. Another problem was sound deletions like in the words „how‟ and „find‟. They omitted the final
consonant „w‟ and „d‟. From Table 4.3. and Table 4.4. it could be seen the number of mistakes in
pronunciation and the students‟ incorrect pronunciation in cycle two.
Table 4.3. The Number of Mistakes in Pronunciation Cycle Two
No List of
Mispronounced Words
Before Watching the Movie
After Watching the Movie
Progress
1 Mountain
2 1
1 2
Muffin 3
1 2
3 Better
1 1
4 Know
1 1
5 Should
5 2
3 6
Autumn 3
3 7
Us 1
1 8
Would 1
1 9
Be 1
1 10
What 2
2 11
Nice 3
3 12
Day 2
2 13
Face 2
2 14
Weird 3
1 2
15 Make
3 3
16 House
1 1
17 Somewhere
1 1
18 Grandma
1 1
19 Here
2 2
20 Really
1 1
21 Can‟t
1 1
22 Great
1 1
23 Pretty
1 1
24 Place
1 1
25 Sad
1 1
Average 1.76
0.52 1,24
From Table 4.3. it could be seen that there were twenty five words that the students pronounced it incorrectly. After they watched the movie, the number of
mistakes they made decreased. There were fourteen words that they students corrected it after they watched the movie.
Table 4.4. would present the students‟ pronunciation before they watched the movie which showed the problems they faced. From the data presented in
Table 4.4., the researcher analyzed that the students made improvement in producing the correct sounds. In the pronunciation test in cycle two, the students
did not make sound deletions. In cycle one, the students omitted the final consonant, while in cycle two they sounded the final consonant correctly.
The students learnt to pronounce English words correctly after they watched the movies played in the classroom. The researcher did the pronunciation
tests before they watched the movies to check their understanding and to find the problems with the way the students pronouncing English words. The results from
the pronunciation tests before watching the movies would be compared with the result of pronunciation tests after watching the movies to see the improvement and
the effectiveness of using movies. The results would be the use of movies in the classroom to help the
students of class XI EL of SMK Marsudi Luhur II Yogyakarta in improving their pronunciation. The result of this classroom action research was good enough
because the use of movies could help the students to improve their pronunciation. The improvement could be seen in the Table 4.5. and Table 4.6. related to the
progress that the students made during the action.
Table 4.4. The Students’ Pronunciation Cycle Two
No Words
Correct Pronunciation
Students’ Pronunciation
1 Mountain
ma ʊn.tɪn
m nt ən,
m ʊntain
2 Muffin
m ʌf.ɪn
m ʊfɪn
3 Better
bet. ər
beter, b ʌter
4 Know
n əʊ
na ʊ
5 Should
ʃʊd ʃ uld
6 Autumn
ɔː.təm a
ʊtʊm, aʊtəm 7
Us ʌs
ʊs 8
Would w
ʊd w ld
9 Be
bi be
10 What
w t w
ʌt 11
Nice na
ɪs niːs
12 Day
de ɪ
da ɪ
13 Face
fe ɪs
fes, fa ɪs
14 Weird
w ɪəd
w əɪrd, wɜːd
15 Make
me ɪk
mek 16
House ha
ʊs h s
17 Somewhere
s ʌm.weər
s mw ər
18 Grandma
grænd .m ː
gr ʌnmʌ
19 Here
h ɪər
he ər
20 Really
r ɪə.li
ræl.i 21
Can‟t k
ːnt kænt
22 Great
gre ɪt
gri:t, gret 23
Pretty pr
ɪt.i preti
24 Place
ple ɪs
ples 25
Sad sæd
s ʌt
Table 4.5. The Students’ Improvement in Pronouncing English Words Taken from
Their Pronunciation Test Cycle One
NO Name of
The Students
Mistakes Progress
Note Before
Watching Movie
After Watching
Movie
1 Arthur
- -
- Absent
2 Jacob
4 1
3 3
Darren 1
1 4
Noel -
- -
Absent 5
Victor 1
No mistake 1
6 Luke
4 3
1 7
Roger No mistake
No mistake -
8 Edward
- -
- Absent
9 Jason
2 No mistake
2 10
Andrew 3
1 2
11 George
6 3
3 12
Vanessa 4
1 3
13 Harold
4 2
2 14
Mathew 9
2 7
15 Scott
- -
- Absent
Average 3.46
1.27 2.18
Table 4.6. The Students’ Improvement in Pronouncing English Words
Taken from Their Pronunciation Test Cycle Two
NO Name of
The Students
Mistakes Progress
Note Before
Watching Movie
After Watching
Movie
1 Arthur
- -
- Absent
2 Jacob
4 2
2 3
Darren 1
1 4
Noel 2
No mistake 2
5 Victor
2 No mistake
2 6
Luke 8
1 7
7 Roger
1 No mistake
1 8
Edward 3
1 2
9 Jason
2 2
10 Andrew
3 No mistake
3 11
George 5
3 2
12 Vanessa
1 No mistake
1 13
Harold 4
No mistake 4
14 Mathew
5 3
2 15
Scott 2
No mistake 2
Average 3.07
0.93 2.14
The data presented in the Table 4.5. and Table 4.6. were about the mistakes made by the students in pronouncing English words. In collecting the
data, the researcher did the pronunciation tests by asking the students to read a dialogue provided by the researcher. The test was done twice in each cycle. The
test was done before watching the movie and after watching the movie. From Table 4.5., it could be seen that the students made improvement after
the implementation of the action. The result shows that the mistakes made by the students decreased after watching the movie played by the researcher. The
average number of mistakes that the students made before watching the movie was 3.46. Meanwhile, the average number of the mistakes that the students made
after watching the movie was 1.27. It could be concluded that the different average score from mistakes before watching movie and mistakes after watching
movie shows the use of movie helped the students to improve their pronunciation. The researcher would like to present the data about the mistakes made by
the students in pronouncing English words and the improvement in cycle two after they watched the movie in Table 4.6.
From Table 4.6., it can be seen that the students made better improvement in pronunciation. The average number of mistakes that students made before
watching the movie was 3.07. Meanwhile, the average number of the mistakes that students made after watching the movie was 0.93. It shows that the students
made improvement after the action was implemented. From this result, the researcher concluded that the use of movie in classroom was effective enough to
help the students to improve their pronunciation. Based on the indicator made by the researcher, the students who made
significant improvement were those who did not make any mistake after watching
the movies provided by the teacher. From Table 4.5. there was only one 9.09 student who did not make any mistake before the watching movie. Meanwhile,
after watching the movie, the number of students who did not make any mistake improved. There were three 27.23 students who did not make any mistake
after watching movie. Another improvement can be seen from the number of the students who made mistake less than five and who made mistake more than five.
Before watching movie, there were eight students 72.73 who made mistake less than five, while the students who made mistakes more than five were two
students 18.18. After watching movie, there were eight students 72.73 who made mistake less than five and there was no student who made mistakes more
than five. The students‟ improvement was also seen from the result in Table 4.6.
Before watching the movie there was no students who did not make any mistake. There were eleven students 78.57 who made mistake less than five and there
were three students 21.43 who made mistake more than five. Meanwhile, the number of students who did not make any mistake after watching the movie
increased. The students who did not make any mistake after watching the movie were seven students 50.00. The students who made mistakes less than five
were seven students 50.00 and there was no student who made mistake more than five.
The results from Table 4.5. and Table 4.6. showed that the use of movies in classroom to help the students in pronunciation was good. The number of
students who did not make any mistake after watching movies from cycle one to
cycle two showed good. The progress of improvement made by the students can be seen in Figure 4.1. and Figure 4.2. below.
Figure 4.1. The Students’ Progress in Improving Pronunciation
Cycle One
From the Figure 4.1. above, the researcher could summarize that the use of movie in the classroom really helped the students of XI EL of SMK Marsudi
Luhur II Yogyakarta in improving their pronunciation. The good progress made by the students in improving their pronunciation through movie seen from the
number of students who did not make any mistake after watching the movie. Before watching the movie, there is 9.09 of students who did not make any
mistake. While after watching the movie, there is 27,23 of students who did not make any mistake. It showed good improvement in pronuncing English words
after the students watching the movie.
Before Watching Movie After Watching Movie
No Mistake 9.09
27.23 Mistakes 5
72.73 72.73
Mistakes 5 18.18
10 20
30 40
50 60
70 80
Figure 4.2. The Students’ Progress in Improving Pronunciation
Cycle Two
Figure 4.2. shows that the improvement made by the students of XI EL of SMK Marsudi Luhur II Yogyakarta in pronunciaton after watching the movie
increased. Before watching movie, there was no student who could read the text given by the teacher without any mistake in prouncing the words. After watching
the movie, the number of the student who did not make any mistake increased. It is 50 of students could pronounce the words correctly without any mistake.
Besides, there was no students who made mistake more than five after watching movie. It proves that the use of movies in improving students of XI of SMK
Marsudi Luhur II Yogyakarta really helped the students. Some of the students stated that the use of movies in improving their
pronunciation was really useful. It is stated in their questionnaire and interview. For example, in the questionnaire with the question of students‟ opinion towards
the use of movies in classroom, some students state that movies helped them in pronouncing English words easier.
Before Watching Movie After Watching Movie
No Mistake 50
Mistakes 5 78.57
50 Mistakes 5
21.43 10
20 30
40 50
60 70
80 90
Scott wrote “Ya, lebih jelas dalam pengucapan kosakata Bahasa Inggris” Yes,
the way of pronouncing English words is clearer. Jacob wrote
“Ya, sangat bagus karena bisa mengerti tentang pengucapan kosakata” Yes, it was good because I could understand the
pronunciation of English words.
Victor wrote “Dapat memahami kosakata dalam Bahasa Inggris dengan mudah”
It helped in understanding the vocabulary easier.
Parker 2010 agrees that the use of interesting media help the students to understand the lesson easily because they have motivation to know the lesson.
From the interview some of them also said that the use of movies really helped them in learning English pronunciation.
Andrew said “Ya, filmnya membantu dalam belajar pengucapan kata-kata
Bahasa Inggris. Penggunaan subtitle Bahasa Inggris dalam filmnya juga sangat membantu” Yes, the movies helped in
learning pronunciation of English words. The use of English subtitle was really helpful as well.
Jason said “Ya, penggunaan film cukup membantu dalam pengucapan kata-kata Bahasa Inggris” Yes, the use of movies was helpful enough in
pronouncing English words.
Having analyzed the data taken from the questionnaire, the researcher found that the students faced some problems that made them hesitate in speaking.
From the observation, the researcher noticed that the students tried to speak in English, but they did not know how to translate their thought from Indonesia to
English correctly. As a result, they tend to speak using their mother language. Broughton and friend 2003 explain that people tend to use their mother language
because English is treated as a foreign language which is not used in daily life communication. From the finding, the researcher found that there were 13
students 92.85 that often found difficulties in expressing what they want to say in English. Besides, there were 8 students 57.14 that often found difficulties in
pronouncing English words. Knowing that problem, the researcher decided to use movies to help them to overcome problems in speaking, especially pronunciation.
From the questionnaire, there were 11 students 78.57 stated that the use of movies in classroom helped them a lot to pronounce English words.
Besides, there were 11 students 78.58 agreed that the use of movies in classroom gave understandable example of pronunciation. In addition, the use of
movies helped the students to develop speaking skill as well. There were 11 students 78.57 agreed with that. Ishihara Chi 2004 agree 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.
Moreover, the use of movies in classroom also gave motivation to the students in following the lesson. It can be seen from the data that 12 students
85.71 stated their opinion that movies increased their motivation in learning. Parker 2010 states that the use of appropriate method and interesting learning
media in teaching pronunciation can help teachers to motivate their students to learn.
From the field notes, one observer wrote that “the students were very enthusiastic in watching the movie. When the students watched the movie, they
were quite curious to find the correct pronunciation.” see appendix 4, the field note of the cycle one.
In addition, the use of movies enriched students‟ vocabulary as well. There were 10 students 71.43 agreed with that.
In conducting this research, the researcher had to consider the movies used. Using interesting movies gave beneficial for both the researcher and the
students. When the students were interested with the movies, they would get the lesson i.e. how to pronounce words well. Based on Goodwin 2008, the teacher
needs to choose appropriate movies that “
reflect an interaction the students could identify with in their everyday lif
e” and “it can be motivating if encounter has emotional overtones or humor
.”
From the actions, there were 10 students 71.43 stated that they were interested with the movies provided by the teacher. Moreover, there
were 12 students 85.72 agreed that the use of English subtitle assisted them in learning pronunciation.
In this research, there were two movies that the researcher used entitled A Series of Unfortunate Event
and Hoodwinked. Those movies really helped the students in learning the pronunciation. The results, both from cycle one and cycle
two, showed that after watching the movies, the students made significant improvement in pronunciation. The results can be seen in Figure 4.1. and Figure
4.2. In choosing the movies, the researcher used Goodwin‟s study about using movies in classroom see chapter II as the consideration. In the first movie, it is
clearly presented the interaction and the interaction that the students could find it in the daily life.
In the second movie, the story is based on the fairy tale with little modification on its setting. The story is the same with red riding hood that the
students had already been accustomed with the story. It also contains humor story that could gain students‟ interest. As a result they learnt the pronunciation
seriously because they were interested with the movie and its story. From the field notes, an observer wrote “in this time, the movie played by the teacher was shorter
than the previous movie used in the first cycle. The movie played was humor and the story was easy to understand it
” see Appendix 7, the field note of the cycle two. Another consideration was that both movies have easy vocabulary that the
students could understand it easily. The vocabulary in the movies is commonly used in daily conversation.
In this research, the researcher also considered the length of the movies. Goodwin 2008 suggests that the movie should be 1-2 minutes in length.
However, the researcher played both of the movies for about 25 minutes. The result showed that the students could learn from the movies, even they did not
show that they got bored with the movies. From that finding, the researcher concluded that playing movies with long duration can be used in teaching as long
as the stories and the complexity of the language are suitable for the students‟
level and needs. In the implementation of the action, the researcher played the movies with
the subtitle. It was aimed to ease the students to find the words in the movies. The students would easily notice their mistake in pronunciation by comparing the
words in the subtitle and the sounds produced by the natives in the movies. Moreover, the students could also compare that not all English words pronounce
exactly the same with its spelling.
B. Research Process
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