where learners have to attend lectures in another language, but can be used in various forms at all levels of language proficiency Richards: 2008. The use of
note taking helps students to adsorb the information to answer the comprehension questions. This technique can be implemented through freeze frame and partial
viewing.
3 Post-Viewing
In post-viewing, the activities focus on what the learners have done in watching the film Kusumarasdyati, 2004: 8. The activities can be the sequence
of language features. It can be indicated after learners finishing their notes. Then, they may complete to tell by using their own words in arranging the words.
B. Review Related Research Studies
This study is about improving student‟s listening skills by using film clips for XI grade students of SMAN 1 Sleman. These are some researchers who have
conducted this kind of research. Film allows students entry into a whole range of other communication worlds: they see how different people stand when they talk
to each other how close they are, for example or what sort of food people eat Harmer, 2007: 308. By using film clips, the context of meaning is easier to
describe than using textbooks. Therefore, learners will be more interesting by watching film to understand the spoken language.
The other researcher who has proven the advantages of using film clips is Kusumarasdyati 2004: 9 stated that after class, my students often personally
express their great interest in the movies I have selected for them and the ways
they are exploited to improve listening skills. She clearly stated that using film clips is an imaginative learning which brings curiosity, interest, and motivation
for learners in learning listening. So, the listening skills can be improved through film clips. Then, it is briefly stated by Potosi in 2009 that video activities as
teaching strategies in a TEFL class have a positive effect on English listening comprehension. Therefore, it can be evidenced how the students obtained better
results in the final test after implementing the video sessions.
C. Conceptual Framework
From the theories described previously, a conceptual framework is constructed on the use of film clips to improve listening skills among the eleventh
grade students of SMAN 1 Sleman. This conceptual framework is aimed at focusing this research study on the problem concerned.
Mastering listening is considered important by many people because it has a tight relation to knowledge and information that people get through audio visual
media. Although, the students have got English since elementary school, they still face many problems in learning English, partically in comprehending texts. The
students always find difficulties in mastering listening comprehension, because they do not have the effective strategies in supporting their ability yet.
Using film clips may be a good technique and media to overcome the problem.
Viewing technique of using film clips is one of strategies, which involves verbal rehearsal or recitation. This strategy was developed by Harmer in
2007. The first step of film clips is pre-viewing. Before the students begin to
listen, they must gather information necessary in order to help them focus on the listening. This view focuses on the use of the prior knowledge in watching the
films. Generally the pre-viewing stage consists of two activities, namely, introducing the theme of the movie and pre-teaching the key vocabulary working
within this framework, at the beginning of the session Kusumarasdyati, 2004: 5. It focuses on describing the theme that underlies the whole plot of the movie, and
also the presence or the absence of subtitles in the mother tongue. As in all listening comprehensions, the crucial step is the while-viewing.
Ways of helping students acquire this skill include using note taking to adsorb the information before answering the comprehension questions. This will keep them
focused on the more important material without becoming overwhelmed by the details. By using note taking, it purposes to help the students to be actively
involved in the learning. Next step is post-viewing. The activities can be the sequence of language
features. It can be indicated after learners finishing their notes. Then, they may complete to tell by using their own words in sentences.
The researcher then stop such a research when the actions are already carried out, with the hope that they can be carried out continuously and become some of
the several ways that can be used to improve students‟ listening comprehension so that success in learning English listening can be achieved.
In improving the students‟ listening comprehension ability, the researcher cooperates with the English teachers. First, they indentify some problems faced
related to the listening process and students‟ listening comprehension ability.
Second, they find the efforts based on the possibility of solving the problems. Third, they implement the effort. Fourth, they evaluate the result. In the end of the
process, they make a reflection after each action is done.
CHAPTER III RESEARCH METHODS
A. Type of Research
The objective of this study was using film clips to improve students‟ listening comprehension in SMA Negeri 1 Sleman Grade 11
th
. It was action research study because it was aimed to improve the real atmosphere of teaching and learning
process by involving participants in the setting where the research was done. 45
This study was designed by using the principles of classroom action research. According to Kemmis and McTaggart in Burns 1999:32, action
research holds in a dynamic and complementary process, those are planning, action, observation, and reflection.
Figure 1: Steps of action research according to Kemmis and McTaggart in Burns
1999:33
At first, this study was planned for Cycle I. But at the end of Cycle I, if it showed that the result of the students‟ achievement test and the students‟
0: Reconnaissance 1: Planning
2: Action and observation 1 3: Reflection
4: Revised plan 1 5: Action and observation 2
6: Reflection 2
2
1 3
4
5 6
