IMPROVING STUDENTS SPEAKING BASED ON THE MOVIE SONNY WITH A CHANCE.
IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT
BASED ON THE MOVIE SONNY
WITH A CHANCE
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
Novi Andri Ananda Lubis
Registration Number: 209421033
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
ACKNOWLEDGEMENT
First of all, the writer would like to express his greatest thanks to Allah
SWT, the Almighty and Most Beneficial for Her Grace, Guidance, Praise, Honor
and Mercy that has been given to her especially health and luck until this thesis
could be completed. This thesis is aimed to fulfill one of the requirements of
obtain the Degree of Sarjana Pendidikan (S1) at the English Department, Faculty
of language and arts, State University of Medan.
This thesis could have been completed also because of guidance,
encouragement, suggestions, and comments from some people for whom the
writer would like to extend her sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr.Isda Pramuniati, M.Hum., the Dean of Faculty of Language and Arts,
Vice Dean I, II, III, and all the administrative staff.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department , Rika, S.Pd., M.Hum, the Secretary of English Department,
Dra. Masitowarni Siregar, M.Ed, the Head of English Education for the
suggestions and administrative assistance during the completion of this
thesis.
Drs. Bachtiar, M.Pd., the Thesis consultant for the precious time spent,
valuable knowledge, assistance, and advice in correcting and supervising
her thesis.
Prof. Dr. Lince Sihombing, M.Pd., Dra. Meisuri, M.A., and Drs. Johan
Sinulingga, M.Pd., thanks are given to the reviewers of his Seminar
Proposal, for their valuable input and comment enrich the quality of this
thesis.
All the lectures who have given very valuable knowledge throughs
academic years.
Drs. Marah Gunung, the Headmaster of SMA N 1 Hutabargot, Mandailing
Natal, and Nur Liana, S.Pd for their help that allowed the writer to conduct
his research in the class.
Panigoran Lubis, and Nur Hudainah Nst, his beloved parents. And his
beloved brother Roy Parlindungan for their great love, prayers, motivation,
understanding and support in finishing this thesis.
Rico Yunanda Harahap, Elma Maranita, Siti Rina Anugrah and Nur
Azizah for their spirit, helping, friendship, kindness during spending the
time in State University of Medan and his daily life.
A special thanks to Pramudita Rizky, for her time, supports, understanding
and motivation during the process of completing this thesis.
A special thanks is also extended to his friends from Regular A, B and C
2009 in English Department who cannot be mention one by one.
ii
Overall, the writer hopes this thesis can give a bit contribution to the
English Education students and further pedagogical research.
Medan,
November 2013
The writer,
Novi Andri Ananda Lubis
Reg. No. 209421033
iii
ABSTRACT
Lubis, Novi Andri Ananda. 209421033. Improving Students’ Speaking Based
on The Movie Sonny With A Chance. A thesis. English Department, Faculty of
Language and Arts, State University of Medan. 2013.
This study concerns on improving students’ speaking achievement based on the
movie Sonny With A Chance. The objective of this study is to find out whether
the movie Sonny With A Chance can improve the students’ achievement in
speaking. This study was conducted by using classroom action research. The
subject of this research was the second year student of SMA N 1 Hutabargot,
Mandailing Natal. The research was conducted in two cycles. Instrument for
collecting data used speaking test for quantitative data and diary notes, interview
and observation sheet used for qualitative data. Based on the speaking test result,
the students’ score kept improving in every test. In orientation test, the mean score
was 62. In the test of cycle 1 the mean score was 73,3 and the mean score in the
test of cycle 2 was 82, 6. The conclusion is that the movie Sonny With A Chance
can improve the students’ achievement in speaking. It is suggested that teacher
should apply the movie Sonny With A Chance as one of media to improve
students’ achievement in speaking.
i
TABLE OF CONTENTS
ABSTRACT ...............................................................................................
ACKNOWLEDGEMENT ........................................................................
TABLE OF CONTENTS ..........................................................................
LIST OF TABLES ....................................................................................
LIST OF FIGURES ..................................................................................
LIST OF APPENDICES ..........................................................................
Pages
i
ii
iv
vii
viii
ix
CHAPTER I INTRODUCTION
A. The Background of the Study ............................................................
B. The Problem of the Study ..................................................................
C. The Objective of the Study ................................................................
D. The Scope of the Study ......................................................................
E. The Significance of the Study............................................................
1
4
4
4
4
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ......................................................................
1. The Nature of the Speaking ..........................................................
2. Speaking Achievement .................................................................
3. Method in Language Teaching .....................................................
a. Method .....................................................................................
b. Discussion Method ...................................................................
4. Definition of Group Discussion ....................................................
5. Sonny With A Chance ..................................................................
6. Genre .............................................................................................
a. Narrative ..................................................................................
b. Recount ....................................................................................
c. The Similar and Differences ....................................................
7. Literature….................................................... ...............................
a. Prose ………………………………… ....................................
1) Novel ……………………………… ..................................
2) Short Story ………………………… ..................................
b. Drama ………………………………… ..................................
1) Crime Drama ……………………… ..................................
2) Historical Drama ………………….. ..................................
3) Docudrama ………………………... ..................................
4) Comedy-Drama …………………… ..................................
5) Melodrama ………………………… ..................................
6) Romance Drama …………………... ..................................
7) Tragedy …………………………….. .................................
c. Poetry ………………………………….. ................................
1) Narrative Poetry………………………...............................
2) Epic Poetry ………………………….. ...............................
3) Dramatic Poetry …………………….. ................................
5
5
6
7
7
7
8
9
10
10
11
11
12
12
13
13
14
15
16
16
17
18
18
19
20
21
21
21
iv
4) Lyric Poetry …………………………. ...............................
5) Elegy …………………………………. ..............................
8. Advantages and Disadvantages of Movie Sonny With A Chance
a. Advantages ………………………………… ..........................
b. Disadvantages ………………………………..........................
C. Conceptual Framework.............................................. ........................
22
22
23
23
23
24
CHAPTER III RESEARCH METHODOLOGY
A. Research Design...................................................... ..........................
B. The Subject of the Study…................................................................
C. The instruments for Collecting Data..................................................
D. The Procedure for Collecting Data.......................... ..........................
1. The First Cycle............................................. .................................
a. Planning …………………………….......................................
b. Action ……………………………… ......................................
c. Observation ………………………... ......................................
d. Reflection …………………………. .......................................
2. The Second Cycle........................................ .................................
a. Planning …………………………….......................................
E. Technique of Data Analysis..................................... .........................
25
27
27
28
28
28
29
30
31
31
31
36
CHAPTER IV THE DATA AND RESEARCH FINDING
A. Data...................................................................... ..............................
1. The Quantitative Data................................ ...................................
2. The Qualitative Data.................................. ...................................
a. Interview ..................................................................................
b. Observation Sheet ....................................................................
c. Diary Notes ..............................................................................
B. Data Analysis .....................................................................................
C. The Research Account .......................................................................
1. Analysis of Situation and Background .........................................
2. The First Cycle ..............................................................................
a. Planning ...................................................................................
b. Action .......................................................................................
c. Observation ………………………………… .........................
d. Reflection …………………………………. ...........................
3. The Second Cycle .........................................................................
a. Planning ……………………………………...........................
b. Action ……………………………………… ..........................
c. Observation ………………………………... ..........................
d. Reflection ………………………………….. ..........................
4. The Research Finding ...................................................................
37
37
39
39
40
40
41
44
44
44
44
44
45
45
46
46
46
47
47
48
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclussions ......................................................................................
B. Suggestions ........................................................................................
49
49
v
REFERENCES ..........................................................................................
APPENDICES ...........................................................................................
vi
50
52
LIST OF TABLES
Table
Pages
3.1 The Teaching and Learning Process .................................................... 29
3.2 Rubric of Speaking .............................................................................. 32
3.3 The Score Guidance ............................................................................. 33
3.4 The Score of Analytics Scale .............................................................. 35
4.1 The Score of Students’ Speaking ......................................................... 38
4.2 The Difficulties of Students in the First Meeting ................................ 39
4.3 The Improvement of Students’ Score .................................................. 41
LIST OF FIGURES
Figure
3.1 Classroom Action Research Model..................................................
3.2 Simple Classroom Action Research Model .....................................
Pages
26
27
LIST OF APPENDICES
Appendix
Pages
A. Lesson Plan ......................................................................................... 52
B. Lesson Material .................................................................................... 60
C. The Score of Students .......................................................................... 61
D. Interview ............................................................................................. 64
E. Transcription of Test ............................................................................ 67
F. Diary Notes .......................................................................................... 75
G. Observation Sheet ................................................................................ 78
iv
CHAPTER I
INTRODUCTION
A. The Background of the Study
As a second or foreign language, English is not easy to study by students
in early learning. Most of students feel that English is likely to be one difficulty in
learning and feel uneasy to try it. For illustration, students feel confused when the
teacher asks them to pronounce some words in English. Besides, the students also
have difficulty in translating many words in English, because they don’t have a lot
of vocabulary.
Speaking skill is very important because speaking skill and human being
cannot be separated from each other. Speaking skill is used to express their ideas
and to communicate to other people. Most students still get hard to be a good
speaker. The problems are the first, the student feels ashamed and afraid to speak
English, so they never practice to use target language and always use mother
language in the classroom, second for the teacher; they do not use variety of
teaching technique such as visual aids. Teacher has to motivate the students to
speak English in the class and create the method of teaching, so the student will
feel relaxed, and free in using English in classroom. The teacher should be able to
make students speak English fluently.
According to Fulcher (2003:03) speaking is the verbal use of language to
communicate with others. In speaking, there is process of communication between
speaker and listener. People put ideas into words, talking about their perceptions.
Almost all people in the world spend their daily life by doing communication.
Communication is an exchange people of knowledge, of information, of
idea, of opinion, and of feelings. So, the communication involves at least two
people namely speaker and listener. According to Sarah and Patricia (2009:58),
full-length film tends to be deeper and more insightful than those responseto a
short clip, a better approach is to have teachers watch the film beforehand and
then spend the time together discussing what they saw in order to prepare for what
they want to teach.Film can also add visual context for students who are
unfamiliar with the terms used in classical literature, which helps make
understanding the story easier on students. Above all, literature is essential to the
English curriculum and movie is just another kind of tool which is meant to be
used collaboratively and not exclusively.
In learning speaking, students are expected to be able to use certain
language expression in communication. In fact, most of students are unable to do
communication. In general, some of people realize that there aresome factors
cause difficulties of speaking achievement. The internal and external factor come
from the students themselves. These concern with psychological and physical
aspect for instance the activity of memorizing or thinking weather it is inherent or
caused by other factor. External factors come out of students. It concerns with the
teaching learning method.
In the process of teaching speaking, learners think that speaking is very
difficult to be practiced. When the teacher asks the learners to present their
opinion of their ideas, orally, most of them are ashamed and afraid. Therefore,
this reason makes the learners become lazy to take a part in speaking and they get
50
3
the bad score.teaching with movies will help the teachers engage students, vary
the teaching methods, and teach important concepts—through movies.Many
researchers who insist on using movies in a classroom can rapidly promote
cultural learning and improve a student’s listening and speaking skills.
Furthermore, audio visual movies can mobilize student’s enthusiasm for
visual learning, listening, speaking and other senses. The goals of learning
through movies are to strengthen listening, speaking and interpretation skills, and
to understand the foreign people, their customs, behaviors, values beliefs, hopes
and dreams. According to Berk, (2009:02) When people watch a movie or TV
program, superficial and even deep feelings and emotions are elicited, such as
excitement, anger, laughter, relaxation, love, whimsy, or even boredom. These
emotions are often triggered or heightened by the mood created by specific visual
scenes, the actors, and/or the background music.Language is not only a tool of
communication, but it is also a part of culture English, without adequate cultural
background, can never be fully appreciated. The role of cultural learning in the
foreign language classroom has been the concern of many teachers and scholars,
and has sparked considerable controversy.Foreign language teachers should try to
develop the students’ awareness of cultural learning as well as language
learning.Improving speaking based on the movie “Sonny With A Chance” may
give new atmosphere for the student and also give them fun, and enjoyment.
4
B. The Problems of the Study
Based on the background of study, the problems of the study can be
formulated in the form of questions as follows: “Is the students’ speaking
achievement improved if they are taught by using the movie “Sonny With A
Chance?”
C. The Objective of the Study
This study is intended to find out whether the movie Sonny With A
Chance media can improve the students’ achievement in speaking.
D. The Scope of the Study
In this study, the writer will choose only Group Discussion, whereas each
group will consist of 4 students.
E. The Significance of Study
The writer expects that the result of the study will be useful for :
1. English Teachers, as information which can enlarge their knowledge in
teaching speaking English
2. Students, as information which can enlarge their knowledge how to
speaki English communicatively.
3. People who are interested in dealing with speaking English.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found out that the students’ achievement
increased from the test I until test III. It is shown from the improvement of the
mean of students score namely the mean of test I(62), the mean of the test II
(73.3), and the mean of the test III (82.6). it can be stated that the score
continuously improved from the test I until the test III. Therefore, in can be
concluded that improving students’ speaking achievement based on the movie
Sonny With A Chance significantly improve students’ achievement in speaking
ability.
B. Suggestions
The result of this study showed that the use of movie Sonny With A
Chance could improved students’ achievement. Therefore the following
suggestions are offered:
1.
To English teachers, it is suggested to use the movie Sonny With A Chance as
one alternative in teaching speaking ability because it can improve the
students’ achievement.
2.
To the students, it is suggested to be more active and having fun in class
when they are taught by using movie Sonny With A Chance
3.
Because they were in grouping and got fun so that they can give, share and
solve the problem based on the topic given.
REFERENCES
Alberta, Canada (2003). Using Film in the Classroom.Senior High School English
Language Arts Guide to Implementation. 55-58
Artikel
Non Personal, Drama, Wikipedia The Free Encyclopedia,
http://en.wikipedia.org/wiki/Drama, Accessed on May 16th 2013
Artikel
Non Personal, Poetry, Wikipedia The Free Encyclopedia,
http://en.wikipedia.org/wiki/Poetry, Accessed on May 16th 2013
Artikel
Non Personal, Prose, Wikipedia The Free Encyclopedia,
http://en.wikipedia.org/wiki/Prose, Accessed on May 16th 2013
Berk, R. A. (2009).Multimedia teaching with video clips: TV, movies, YouTube,
and mtvU in the college classroom. International Journal of Technology in
Teaching and Learning, 5(1), 1–21.
Haris,David P. 1994. Testing English as a Second Language. New York: Mc
Grow Hill Company.
Harmer, Jeremy.1998.How to teach English: an introduction to the practice of
English language teaching. New York: Logman
Hughes, Rebecca. 2006. Spoken English, TESOL, and applied Linguistics:
Challenges for Theory and Practice.Great Britain: CPI Antony Rowe
Martin, B. (2000). Living education: Action research as a practical approach to
congregational education. North American Baptist College
O’Bannon. T,& Goldenberg. M, (2007).Teaching With Movies: Recreation, Sport,
Tourism, and Physical Education. Human Kinetics; 1 Edition
Rickheit, Gert and Strohner, Hans. 2008. Handbook of Communication
Competence. Germany
Robertson, J.P. (1997). Screenplay pedagogy and the interpretation of unexamined
knowledge in pre-service primary teaching, in Taboo: The Journal of
Culture and Education, 1, pp. 25-60.
Sanjaya, Wina. (2008). StrategiPembelajaranBerorientasiStandar
Pendidikan.KencanaPrenada Media Group. Jakarta
Proses
Sarah, N., & Patricia, G. (2009).Use films to get groups talking - and listening - to
one another. Journal of Staff Development, 30(2), 57-58.
Thornbury, Scott. 1989. How to Teach Speaking. New York: Logman
Ur, Penny. 1996. A course in Language Teaching Practice and Theory.
Melbourne: Cambridge University Press.
Wallace, M. (1998)Action research for language teachers. Cambridge,
Cambridge University Press
Wankel, C &Agata, S.S (2012).Handbook of Research on Teaching Ethics in
Business and Management Education.Information Science Reference.
Wilson, Julie. (2013). Teaching (with) Social Media/Cinema Journal Teaching
Dossier.The Journal of the Society For Cinema & Media Studies, 1(1), 12.
Xu, B., & Guo, H. M. (2007).English through movies.Beijing, CHN: Beijing
Institute of Technology Press.
BASED ON THE MOVIE SONNY
WITH A CHANCE
A THESIS
Submitted in Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan
By:
Novi Andri Ananda Lubis
Registration Number: 209421033
ENGLISH AND LITERATURE DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
STATE UNIVERSITY OF MEDAN
2013
ACKNOWLEDGEMENT
First of all, the writer would like to express his greatest thanks to Allah
SWT, the Almighty and Most Beneficial for Her Grace, Guidance, Praise, Honor
and Mercy that has been given to her especially health and luck until this thesis
could be completed. This thesis is aimed to fulfill one of the requirements of
obtain the Degree of Sarjana Pendidikan (S1) at the English Department, Faculty
of language and arts, State University of Medan.
This thesis could have been completed also because of guidance,
encouragement, suggestions, and comments from some people for whom the
writer would like to extend her sincere and special thanks to:
Prof. Dr. Ibnu Hajar Damanik, M.Si., the Rector of State University of
Medan.
Dr.Isda Pramuniati, M.Hum., the Dean of Faculty of Language and Arts,
Vice Dean I, II, III, and all the administrative staff.
Prof. Dr. Hj. Sumarsih, M.Pd., the Head of English and Literature
Department , Rika, S.Pd., M.Hum, the Secretary of English Department,
Dra. Masitowarni Siregar, M.Ed, the Head of English Education for the
suggestions and administrative assistance during the completion of this
thesis.
Drs. Bachtiar, M.Pd., the Thesis consultant for the precious time spent,
valuable knowledge, assistance, and advice in correcting and supervising
her thesis.
Prof. Dr. Lince Sihombing, M.Pd., Dra. Meisuri, M.A., and Drs. Johan
Sinulingga, M.Pd., thanks are given to the reviewers of his Seminar
Proposal, for their valuable input and comment enrich the quality of this
thesis.
All the lectures who have given very valuable knowledge throughs
academic years.
Drs. Marah Gunung, the Headmaster of SMA N 1 Hutabargot, Mandailing
Natal, and Nur Liana, S.Pd for their help that allowed the writer to conduct
his research in the class.
Panigoran Lubis, and Nur Hudainah Nst, his beloved parents. And his
beloved brother Roy Parlindungan for their great love, prayers, motivation,
understanding and support in finishing this thesis.
Rico Yunanda Harahap, Elma Maranita, Siti Rina Anugrah and Nur
Azizah for their spirit, helping, friendship, kindness during spending the
time in State University of Medan and his daily life.
A special thanks to Pramudita Rizky, for her time, supports, understanding
and motivation during the process of completing this thesis.
A special thanks is also extended to his friends from Regular A, B and C
2009 in English Department who cannot be mention one by one.
ii
Overall, the writer hopes this thesis can give a bit contribution to the
English Education students and further pedagogical research.
Medan,
November 2013
The writer,
Novi Andri Ananda Lubis
Reg. No. 209421033
iii
ABSTRACT
Lubis, Novi Andri Ananda. 209421033. Improving Students’ Speaking Based
on The Movie Sonny With A Chance. A thesis. English Department, Faculty of
Language and Arts, State University of Medan. 2013.
This study concerns on improving students’ speaking achievement based on the
movie Sonny With A Chance. The objective of this study is to find out whether
the movie Sonny With A Chance can improve the students’ achievement in
speaking. This study was conducted by using classroom action research. The
subject of this research was the second year student of SMA N 1 Hutabargot,
Mandailing Natal. The research was conducted in two cycles. Instrument for
collecting data used speaking test for quantitative data and diary notes, interview
and observation sheet used for qualitative data. Based on the speaking test result,
the students’ score kept improving in every test. In orientation test, the mean score
was 62. In the test of cycle 1 the mean score was 73,3 and the mean score in the
test of cycle 2 was 82, 6. The conclusion is that the movie Sonny With A Chance
can improve the students’ achievement in speaking. It is suggested that teacher
should apply the movie Sonny With A Chance as one of media to improve
students’ achievement in speaking.
i
TABLE OF CONTENTS
ABSTRACT ...............................................................................................
ACKNOWLEDGEMENT ........................................................................
TABLE OF CONTENTS ..........................................................................
LIST OF TABLES ....................................................................................
LIST OF FIGURES ..................................................................................
LIST OF APPENDICES ..........................................................................
Pages
i
ii
iv
vii
viii
ix
CHAPTER I INTRODUCTION
A. The Background of the Study ............................................................
B. The Problem of the Study ..................................................................
C. The Objective of the Study ................................................................
D. The Scope of the Study ......................................................................
E. The Significance of the Study............................................................
1
4
4
4
4
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Framework ......................................................................
1. The Nature of the Speaking ..........................................................
2. Speaking Achievement .................................................................
3. Method in Language Teaching .....................................................
a. Method .....................................................................................
b. Discussion Method ...................................................................
4. Definition of Group Discussion ....................................................
5. Sonny With A Chance ..................................................................
6. Genre .............................................................................................
a. Narrative ..................................................................................
b. Recount ....................................................................................
c. The Similar and Differences ....................................................
7. Literature….................................................... ...............................
a. Prose ………………………………… ....................................
1) Novel ……………………………… ..................................
2) Short Story ………………………… ..................................
b. Drama ………………………………… ..................................
1) Crime Drama ……………………… ..................................
2) Historical Drama ………………….. ..................................
3) Docudrama ………………………... ..................................
4) Comedy-Drama …………………… ..................................
5) Melodrama ………………………… ..................................
6) Romance Drama …………………... ..................................
7) Tragedy …………………………….. .................................
c. Poetry ………………………………….. ................................
1) Narrative Poetry………………………...............................
2) Epic Poetry ………………………….. ...............................
3) Dramatic Poetry …………………….. ................................
5
5
6
7
7
7
8
9
10
10
11
11
12
12
13
13
14
15
16
16
17
18
18
19
20
21
21
21
iv
4) Lyric Poetry …………………………. ...............................
5) Elegy …………………………………. ..............................
8. Advantages and Disadvantages of Movie Sonny With A Chance
a. Advantages ………………………………… ..........................
b. Disadvantages ………………………………..........................
C. Conceptual Framework.............................................. ........................
22
22
23
23
23
24
CHAPTER III RESEARCH METHODOLOGY
A. Research Design...................................................... ..........................
B. The Subject of the Study…................................................................
C. The instruments for Collecting Data..................................................
D. The Procedure for Collecting Data.......................... ..........................
1. The First Cycle............................................. .................................
a. Planning …………………………….......................................
b. Action ……………………………… ......................................
c. Observation ………………………... ......................................
d. Reflection …………………………. .......................................
2. The Second Cycle........................................ .................................
a. Planning …………………………….......................................
E. Technique of Data Analysis..................................... .........................
25
27
27
28
28
28
29
30
31
31
31
36
CHAPTER IV THE DATA AND RESEARCH FINDING
A. Data...................................................................... ..............................
1. The Quantitative Data................................ ...................................
2. The Qualitative Data.................................. ...................................
a. Interview ..................................................................................
b. Observation Sheet ....................................................................
c. Diary Notes ..............................................................................
B. Data Analysis .....................................................................................
C. The Research Account .......................................................................
1. Analysis of Situation and Background .........................................
2. The First Cycle ..............................................................................
a. Planning ...................................................................................
b. Action .......................................................................................
c. Observation ………………………………… .........................
d. Reflection …………………………………. ...........................
3. The Second Cycle .........................................................................
a. Planning ……………………………………...........................
b. Action ……………………………………… ..........................
c. Observation ………………………………... ..........................
d. Reflection ………………………………….. ..........................
4. The Research Finding ...................................................................
37
37
39
39
40
40
41
44
44
44
44
44
45
45
46
46
46
47
47
48
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclussions ......................................................................................
B. Suggestions ........................................................................................
49
49
v
REFERENCES ..........................................................................................
APPENDICES ...........................................................................................
vi
50
52
LIST OF TABLES
Table
Pages
3.1 The Teaching and Learning Process .................................................... 29
3.2 Rubric of Speaking .............................................................................. 32
3.3 The Score Guidance ............................................................................. 33
3.4 The Score of Analytics Scale .............................................................. 35
4.1 The Score of Students’ Speaking ......................................................... 38
4.2 The Difficulties of Students in the First Meeting ................................ 39
4.3 The Improvement of Students’ Score .................................................. 41
LIST OF FIGURES
Figure
3.1 Classroom Action Research Model..................................................
3.2 Simple Classroom Action Research Model .....................................
Pages
26
27
LIST OF APPENDICES
Appendix
Pages
A. Lesson Plan ......................................................................................... 52
B. Lesson Material .................................................................................... 60
C. The Score of Students .......................................................................... 61
D. Interview ............................................................................................. 64
E. Transcription of Test ............................................................................ 67
F. Diary Notes .......................................................................................... 75
G. Observation Sheet ................................................................................ 78
iv
CHAPTER I
INTRODUCTION
A. The Background of the Study
As a second or foreign language, English is not easy to study by students
in early learning. Most of students feel that English is likely to be one difficulty in
learning and feel uneasy to try it. For illustration, students feel confused when the
teacher asks them to pronounce some words in English. Besides, the students also
have difficulty in translating many words in English, because they don’t have a lot
of vocabulary.
Speaking skill is very important because speaking skill and human being
cannot be separated from each other. Speaking skill is used to express their ideas
and to communicate to other people. Most students still get hard to be a good
speaker. The problems are the first, the student feels ashamed and afraid to speak
English, so they never practice to use target language and always use mother
language in the classroom, second for the teacher; they do not use variety of
teaching technique such as visual aids. Teacher has to motivate the students to
speak English in the class and create the method of teaching, so the student will
feel relaxed, and free in using English in classroom. The teacher should be able to
make students speak English fluently.
According to Fulcher (2003:03) speaking is the verbal use of language to
communicate with others. In speaking, there is process of communication between
speaker and listener. People put ideas into words, talking about their perceptions.
Almost all people in the world spend their daily life by doing communication.
Communication is an exchange people of knowledge, of information, of
idea, of opinion, and of feelings. So, the communication involves at least two
people namely speaker and listener. According to Sarah and Patricia (2009:58),
full-length film tends to be deeper and more insightful than those responseto a
short clip, a better approach is to have teachers watch the film beforehand and
then spend the time together discussing what they saw in order to prepare for what
they want to teach.Film can also add visual context for students who are
unfamiliar with the terms used in classical literature, which helps make
understanding the story easier on students. Above all, literature is essential to the
English curriculum and movie is just another kind of tool which is meant to be
used collaboratively and not exclusively.
In learning speaking, students are expected to be able to use certain
language expression in communication. In fact, most of students are unable to do
communication. In general, some of people realize that there aresome factors
cause difficulties of speaking achievement. The internal and external factor come
from the students themselves. These concern with psychological and physical
aspect for instance the activity of memorizing or thinking weather it is inherent or
caused by other factor. External factors come out of students. It concerns with the
teaching learning method.
In the process of teaching speaking, learners think that speaking is very
difficult to be practiced. When the teacher asks the learners to present their
opinion of their ideas, orally, most of them are ashamed and afraid. Therefore,
this reason makes the learners become lazy to take a part in speaking and they get
50
3
the bad score.teaching with movies will help the teachers engage students, vary
the teaching methods, and teach important concepts—through movies.Many
researchers who insist on using movies in a classroom can rapidly promote
cultural learning and improve a student’s listening and speaking skills.
Furthermore, audio visual movies can mobilize student’s enthusiasm for
visual learning, listening, speaking and other senses. The goals of learning
through movies are to strengthen listening, speaking and interpretation skills, and
to understand the foreign people, their customs, behaviors, values beliefs, hopes
and dreams. According to Berk, (2009:02) When people watch a movie or TV
program, superficial and even deep feelings and emotions are elicited, such as
excitement, anger, laughter, relaxation, love, whimsy, or even boredom. These
emotions are often triggered or heightened by the mood created by specific visual
scenes, the actors, and/or the background music.Language is not only a tool of
communication, but it is also a part of culture English, without adequate cultural
background, can never be fully appreciated. The role of cultural learning in the
foreign language classroom has been the concern of many teachers and scholars,
and has sparked considerable controversy.Foreign language teachers should try to
develop the students’ awareness of cultural learning as well as language
learning.Improving speaking based on the movie “Sonny With A Chance” may
give new atmosphere for the student and also give them fun, and enjoyment.
4
B. The Problems of the Study
Based on the background of study, the problems of the study can be
formulated in the form of questions as follows: “Is the students’ speaking
achievement improved if they are taught by using the movie “Sonny With A
Chance?”
C. The Objective of the Study
This study is intended to find out whether the movie Sonny With A
Chance media can improve the students’ achievement in speaking.
D. The Scope of the Study
In this study, the writer will choose only Group Discussion, whereas each
group will consist of 4 students.
E. The Significance of Study
The writer expects that the result of the study will be useful for :
1. English Teachers, as information which can enlarge their knowledge in
teaching speaking English
2. Students, as information which can enlarge their knowledge how to
speaki English communicatively.
3. People who are interested in dealing with speaking English.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data, it was found out that the students’ achievement
increased from the test I until test III. It is shown from the improvement of the
mean of students score namely the mean of test I(62), the mean of the test II
(73.3), and the mean of the test III (82.6). it can be stated that the score
continuously improved from the test I until the test III. Therefore, in can be
concluded that improving students’ speaking achievement based on the movie
Sonny With A Chance significantly improve students’ achievement in speaking
ability.
B. Suggestions
The result of this study showed that the use of movie Sonny With A
Chance could improved students’ achievement. Therefore the following
suggestions are offered:
1.
To English teachers, it is suggested to use the movie Sonny With A Chance as
one alternative in teaching speaking ability because it can improve the
students’ achievement.
2.
To the students, it is suggested to be more active and having fun in class
when they are taught by using movie Sonny With A Chance
3.
Because they were in grouping and got fun so that they can give, share and
solve the problem based on the topic given.
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