USING MOVIES IN TEACHING LISTENING: its effect, implementation, and students’ attitudes (an experimental study in one of state high schools in subang).

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USING MOVIES IN TEACHING LISTENING: ITS EFFECT,

IMPLEMENTATION, AND STUDENTS’ ATTITUDE

S

(An Experimental Study in One of State High

Schools in Subang)

THESIS

Submitted to Fulfill as a Part of Requirements in acquiring Magister Degree of English Education

Annia Devalusiani Nurul Jaeni 1201226

School of Post Graduate Program

Indonesia University of Education

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PAGE OF APPROVAL

USING MOVIES IN TEACHING LISTENING: ITS EFFECT, IMPLEMENTATION, AND STUDENTS’ ATTITUDES

(An Experimental Study in One of the State High Schools in Subang)

ANNIA DEVALUSIANI NURUL JAENI 1201226

This thesis has been approved by the Board of Consultation of the Post Graduate School of Indonesia University of Education

First Supervisor

Dr. Dadang Sudana, MA NIP. 196009191990031001

Second Supervisor

Dr. Rd. Safrina Noorman, MA NIP. 196207291987022003

The head of English Program of Post Graduate School of Indonesia University of Education

Pupung Purnawarman, M.S.Ed, Ph.D NIP.196810131998031001

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DECLARATION

I hereby declare that this thesis entitled Using Movies in Teaching Listening: Its

Effect, Implementation, and Students’ Attitudes (An Experimental Study in One of State High Schools in Subang) is fully my own work. I am completely aware that I have quoted some statements and ideas from various sources. All quotations are properly acknowledged.

Bandung, August 2015

Annia Devalusiani Nurul Jaeni 1201226

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Annia Devalusiani Nurul Jaeni, 2015

USING MOVIES IN TEACHING LISTENING

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

This study was conducted to investigate the use of movies in teaching listening for senior high school students. Particularly, the study aimed to find the effect of using movies in teaching listening towards senior high school students’ listening comprehension skill, and to answer how using movies in teaching listening was implemented, the students’ attitudes toward the use of movies in teaching listening, and their reasons underlying it. This mixed-method study used data from observations, close-ended questionnaires, and open-ended questionnaires to support data from an experimental study in which a pretest and posttest were employed to control class students (N = 33) and experiment class students (N =33). The results showed that the listening comprehension skill of experiment class students improved significantly at 3.696, α .05 (3.696 > 2.000, p < .05). This improvement was probably due to the three stages of teaching listening; pre-viewing, while-pre-viewing, and post-viewing were implemented during teaching listening by using movies. The findings from close-ended questionnaires revealed that all the students have positive attitudes towards the use of movies in teaching listening. Further, open-ended questionnaires also confirmed that viewing movies in learning listening helped them to understand the generic structure of narrative texts and the pictures of the movies assisted the students to understand the verbal communication on it. The findings demonstrated as well that movies attracted students’ attention, created positive learning atmosphere, and developed students’ motivation which are needed in achieving successful learning. Finally, conclusions in listening by using movies are presented as well as suggestions for further studies.

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Annia Devalusiani Nurul Jaeni, 2015

USING MOVIES IN TEACHING LISTENING

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu ABSTRACT

Kajian ini dilakukan untuk menginvestigasi penggunaan film dalam pengajaran listening pada siswa Sekolah Menengah Atas. Secara khusus, kajian ini bertujuan untuk menemukan pengaruh penggunaan film dalam pengajaran listening terhadap kemampuan pemahaman listening siswa Sekolah Menengah Atas, dan untuk menjawab bagaimana penggunaan film dalam pengajaran listening diimplementasikan, sikap siswa terhadap penggunaan film dalam pengajaran listening, dan alasan-alasan yang mendasarinya. Selanjutnya, penelitian ini menggunakan mixed-method study yang menggunakan data dari observasi, close-ended questionnaires dan open-close-ended questionnaires guna mendukung data dari kajian eksperimen di mana pretest dan posttest diterapkan pada kelas kontrol (N = 33) dan kelas eksperimen (N = 33). Hasilnya menunjukkan bahwa kemampuan pemahaman listening dari kelas eksperimen meningkat secara signifikan pada 3.696, α .05 (3.696 > 2.000, p < .05). Peningkatan ini kemungkinan dikarenakan oleh tiga fase pengajaran listening; pre-viewing, while-viewing, dan post-viewing yang diterapkan selama pembelajaran listening dengan menggunakan film. Temuan dari close-ended questionnaires menunjukkan bahwa semua siswa memiliki sikap positif terhadap penggunaan film dalam pengajaran listening. Selain itu, open-ended questionnaires juga menunjukkan bahwa menonton film dalam belajar listening membantu mereka dalam memahami struktur generik dari teks-teks naratif dan gambar-gambar film membantu para siswa dalam memahami komunikasi verbal didalamnya. Temuan tersebut juga menunjukkan bahwa film telah menarik perhatian siswa, menciptakan atmosfir pembelajaran yang positif, dan menambah motivasi siswa yang mana dibutuhkan dalam meraih kesuksesan belajar. Diakhir tesis ini juga dipaparkan kesimpulan dan saran untuk penelitan selanjutnya.

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Annia Devalusiani Nurul Jaeni, 2015

USING MOVIES IN TEACHING LISTENING

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TABLE OF CONTENTS

PAGE OF APPROVAL ……… DECLARATION ……….. ACKNOWLEDGEMENTS………. ABSTRACT……….. TABLE OF CONTENTS………..

LIST OF TABLES……….

LIST OF FIGURE………

i ii iii iv v x xi

CHAPTER ONE: INTRODUCTION

1.1 The Background of the Study……… 1

1.2 Research Questions ………... 3

1.3 Research Objective……… 3

1.4 Hypotheses……… 3

1.5 The Significances of the Study……….. 3

1.6 The Scope of the Study ……… 4

1.7 Terms of Reference ……… 4

1.8 Thesis Organization ……… 4

CHAPTER TWO: LITERATURE REVIEW 2.1 The Nature of Listening… ……… 6

2.1.1 The Definitions of Listening ………. 6

2.1.2 The Complexity of Listening Comprehension ……… 7

2.1.3 The Process of Listening Comprehension ……… 9

2.1.4 The Models of Listening Comprehension Process……… 11

2.1.4.1 Bottom Up Processing ……… 12

2.1.4.2 Top Down Processing……… 13

2.1.5 Skills in Listening Comprehension ……… 15

2.1.6 Potential Problems in Listening Comprehension……… 15

2.2 Related Literature on Teaching Listening ……….. 17

2.2.1 The Aspects in Teaching Listening ……….. 17

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USING MOVIES IN TEACHING LISTENING

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2.2.2.1 Pre-Listening Activity/Pre-Viewing Activity……… 18

2.2.2.2 While-Listening Activity/While-Viewing Activity ……… 19

2.2.2.3 Post-Listening Activity/Post-Viewing Activity……… 20

2.3 Narrative Texts in English Language Teaching……….. 21

2.3.1 Definition of Narrative Texs………..……..…….. 21

2.3.2 Narrative Texts in English Language Curriculum ………. 22

2.4 Presenting Movies in Teaching Listening……… 24

2.4.1 Movies as Audio-Video Format of Narrative Texts……… 24

2.4.2 Movies as Authentic Materials in Teaching Listening……… 25

2.4.3 The Advantages of Movies in Language Learning………. 28

2.5 Attitude in English Language Learning ………. 30

2.5.1 Definitions of Attitude ……….. 31

2.5.2 Attitude in Second and Foreign Language Learning ………. 32

2.6 Related Studies on the Use of Movies in Teaching Listening ………...…… 34

2.7 Concluding Remark……… 35

CHAPTER THREE: RESEARCH METHOD 3.1 Research Design……… 37

3.2 Research Setting……….……… 38

3.3 Population and Sample………. 39

3.4 Research Materials……..……….………. 40

3.4.1 Lesson Plan……… 3.4.2 Movies……… 40 41 3.5 Research Instruments……… 42

3.5.1 Pre-Test and Post-Test……… 42

3.5.2 Field Notes……… 46

3.5.3 Questionnaires……… 47

3.5.3.1 Close-Ended Questionnaire……… 47

3.5.3.2 Open-Ended Questionnaires ……… 48

3.6 Stages in Collecting Data……..………. 48

3.7 Data Analyses……… 49

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Annia Devalusiani Nurul Jaeni, 2015

USING MOVIES IN TEACHING LISTENING

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3.7.2 Observation Data Analyses………. 50

3.7.3 Questionnaire Data Analyses……… 50

3.7.4 Embedding Data……… 50

3.8 Data Triangulation……… 51

3.9 Concluding Remark……… 51

CHAPTER FOUR: RESEARCH FINDINGS AND DISCUSSION 4.1 The Improvement of Students’ Listening Comprehension Skills ……… 52

4.1.1 Students’ Initial Ability in Listening Comprehension: Results from Pretest……….. ₅₅

4.1.2 Students’ Listening Comprehension Achievements: Results from Posttest……… ₅₇

4.2 The Implementation of Using Movies in Teaching Listening Comprehension 61 4.2.1 Pre-Viewing……… 62

4.2.1.1 Non-Subtitled Movies……… 63

4.2.1.2 Subtitled Movie……… 65

4.2.2 While-Viewing ………. 66

4.2.2.1 Non-Subtitled Movies ……… 67

4.2.2.2 Subtitled Movies……… 68

4.2.3 Post-Viewing……… 69

4.2.3.1 Non-Subtitled Movies……… 70

4.2.3.2 Subtitled Movie ……… 71

4.3 Students’ Attitudes toward the Use of Movies in Teaching Listening……….. 73

4.4 The Reasons Underlying Students’ Attitudes……… 77

4.5 Discussion: Movies and Students’ Listening Comprehension Skills Improvement……….. 82

4.6 Concluding Remark……… 87

CHAPTER FIVE: CONCLUSION, LIMITATIONS AND RECOMMENDATION 5.1 Conclusion ………..……… 88

5.2 Limitations ……….………..……….. 90

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Annia Devalusiani Nurul Jaeni, 2015

USING MOVIES IN TEACHING LISTENING

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BIBLIOGRAPHY……… 93

APPENDICES Appendix 1: Lesson Plan……… ₉₇

Appendix 2: Summary of the Movies ………... 110

Appendix 3: Listening Test 3.1 Pretest and Posttest……….. 111

3.2 Listening Test Script……… 115

Appendix 4: Pretest & Posttest Reliability………. 118

Appendix 5: Observation Sheet………... 119

Appendix 6: Close-Ended Questionnaire 6.1 A Set of Close-Ended Questionnaire………... 121

6.2 The Result Data of Close-Ended Questionnaire………. 123

6.3 Close-Ended Questionnaire Reliability……… 124

Appendix 7: Open-Ended Questionnaire 7.1 The Questions of the Open-Ended Questionnaire……… 125

7.2 Findings from Open-ended Questionnaire……… 126

Appendix 8: Data from Pretest & Posttest Scores 8.1 The Result SPSS Data of Experiment and Control Classes Pretest ……… 127

8.2 The Result SPSS Data of Experiment and Control Classes Posttest ……… 128

8.3 The Scores of Experiment and Control Classes Pretest and Posttest ……….. 129

Appendix 9: The Sample of Condensed Field Notes ………. 130

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USING MOVIES IN TEACHING LISTENING

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CHAPTER ONE INTRODUCTION

This chapter presents the introduction of the study which is divided into the background of the study, research questions, research objectives, research hypotheses, significances of the study, the scope of the study, and the terms of references.

1.1 The Background of the Study

Listening is perceived as a difficult skill especially for students who are rarely exposed to English in their daily life. Based on the researcher’s experience as a teacher, students have difficulties in listening because this skill requires the students to be able to recognize a group of sounds and their meanings at a short period of time during listening. In a possible situation, many times students focus on one part of utterances while listening and miss the rest of those utterances. Noro (2006, in Kurita, 2012) proposes rate of speech, vocabulary, and pronunciation as three listening difficulties of EFL learners based on the investigation to Japanese students. The inability to deal with these challenges may lead to boredom, stress, anxiety, and aversion in learning listening.

The difficulty in understanding spoken language is probably due to the fact that listening comprehension is a complex process. Buck (2001) remarks, that listening comprehension process involves linguistic knowledge (vocabulary, stress, tone, intonation) and the knowledge about the topic and the context. The knowledge about the topic and the context demand the listeners or the students to use not only their knowledge of words, grammar, intonation, stress to comprehend what the speakers say, but also their background knowledge and knowledge of the situation as well. The varied resources of verbal and non-verbal (visual, contextual background knowledge) information in comprehending spoken language demands

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USING MOVIES IN TEACHING LISTENING

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a teaching listening which exposes to both information. That is why finding an authentic and effective teaching listening material in which the students can learn language in its meaningful way is a necessary. Teachers need to be creative and able to operate media as aids to develop a successful teaching-learning listening.

One of media which has been widely used or studied by teachers, practitioners, or researchers is the video. The use of video in listening class proves that this method can increase listening comprehension (Martinez 2010, Rahmatian & Armium 2011, Chu, n.d.), create a relaxing environment and enjoyable atmosphere (Mishan, 2005 in Alipour, et al., 2012; Martinez, 2010; Chu, n.d.), increase students’ motivation (Katchen, 2002; Chu, n.d; Martinez 2010; Potosi and Garcia, 2009), and create indefinite number of teaching activities (Rammal, 2005). Movies are another format of the video. Previous studies on university or college students have shown that using movies as teaching listening device in EFL class is effective to develop learners’ listening skill, to improve students’ vocabulary and pronunciation, and also to gain the knowledge of the target culture (Niu Qiang n.d, Kusumarasdyati, 2004). These early studies about movies demonstrate the role of movies in enhancing students’ listening ability.

Different from most previous studies in which universities or colleges students were involved as the participants, in this study the participants are selected from high school students. If the method is successful, it can be applied in further stages as an alternative technique in teaching-learning listening. Besides, students’ achievement in listening comprehension at the first stage will help them to gain a better achievement in listening at the higher level. Therefore, this study aims to discover the effect of using movies in teaching listening on high school students’ listening skill. How using movies in the classroom were presented and what are the students’ attitudes towards the use of movies in learning listening and their underlying reasons are reported as well.

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Annia Devalusiani Nurul Jaeni, 2015

USING MOVIES IN TEACHING LISTENING

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1.2 Research Questions

This research is aimed to answer the following research questions:

1. What is the effect of using movies in teaching listening towards the high school students’ listening comprehension skill?

2. How is viewing movies implemented in teaching listening?

3. What is the students’ attitudes toward the use of movies in teaching listening? 4. What are the students’ reasons underlying their attitude?

1.3 Research Objectives

The objectives of this study are to investigate whether viewing movies can improve high school students’ listening comprehension skills, to delineate the implementation of teaching listening by presenting movies, and to identify the attitudes of the students and the reasons underlying it after viewing movies in teaching listening.

1.4 Hypotheses

In order to get insights into the use of movies in teaching listening, the following is the null hypothesis to be tested in this study:

Ho: viewing movies has no influence on the students’ improvement in listening comprehension skills.

1.5 The Significances of the Study

This particular study is expected to give important theoretical and practical contribution to teaching listening using movies, especially in improving students’ listening comprehension skills. Theoretically, there is optimism that this research is able to give a contribution in teaching listening practices and especially in the use of movies as materials in teaching listening.

Practically, it is hoped that the technique used meets the appropriateness of teaching listening in the local school context and this can be the basis for the teachers to use other authentic resources in managing classroom for teaching-learning activities. In addition, the students will benefit greatly by having their

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Annia Devalusiani Nurul Jaeni, 2015

USING MOVIES IN TEACHING LISTENING

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opinions on the teaching and learning process heard and used by the teachers, thus improving their English achievement.

1.6 The Scope of the Study

The participants of the study were the year tenth of high school students because the narrative text is taught in this grade based on 2013 curriculum. According to the competencies of 2013 curriculum for Language and Literature of English, the students in this grade are expected to be able to analyze social function, text structure, and language features of the narrative text. Thus, this study is designed to investigate teaching listening of narrative texts which focus on students’ ability in recognizing the generic structure of narrative texts; the orientation (character and characterization, the setting of the movie), the complication, the resolution and also the language features of narrative texts.

1.7 Terms of Clarification

The study was conducted in the basis of the following main terms of clarification: a. Listening Comprehension skill is the student’s ability to shape meaning from verbal input by using linguistic knowledge and non-linguistic information to make inferences of what the speaker says.

b. Movies are motion pictures which construct a story or sequence of descriptive events and is mostly enriched by sounds and/or music.

c. Attitude is the students’ feelings, opinions, beliefs, and ideas about viewing movies in teaching listening which reflected in their positive or negative tendency as assessed by a specially designed questionnaire.

1.8 Thesis Organization

There are five chapters in the thesis. Chapter one presents the background of the study, research questions, research objectives, research hypotheses, significances of the study, and the scope of the study. Chapter two discusses the nature of listening, related literature in teaching listening, presenting movies in teaching listening, narrative texts and related studies about the research, and students’ attitudes to language learning. Then, the third chapter involves the

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USING MOVIES IN TEACHING LISTENING

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research methodology and design. The description of data presentation, data analysis, and its discussion are elaborated in chapter four. Finally, the conclusion of the research and the recommendation for the further research are elaborated in chapter five.

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USING MOVIES IN TEACHING LISTENING

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CHAPTER THREE RESEARCH METHOD

This chapter elaborates the research method of the study which aims to find out 1) the effect of using movies in teaching listening on the high school students’ listening comprehension skill, 2) its implementation, 3) students’ attitude toward its use, and 4) the students’ reasons underlying their attitude. This chapter includes mixed-method which is the research design of the study and will be described in section 3.1, meanwhile, 3.2 describes the setting of the research. After that, population and sample where 66 senior high school students of experiment class and control class involved in the study are elaborated in section 3.3. Section 3.4 presents research materials followed by section 3.5 which consists of pretest/posttest, field-notes, and questionnaires as research instruments to obtain the data. Data collection method can be seen in section 3.6 and data analysis is described in section 3.7. Section 3.8 is data triangulation and the chapter is ended with the conclusion in section 3.9.

3.1. Research Design

In order to find answers of the problems mentioned above, This study uses mixed-method design which involves “the use of both quantitative and qualitative methods in a single study” (Fraenkel et, al., 2012, p. 557). This mixed method concurrent embedded design collected the data quantitatively and qualitatively at the same time (Creswell, 2010). This design was used for the secondary data to support the primary data.

In this research, the researcher collected quantitative data by conducting experimental studies and at the same time observed the implementation of the

process and the students’ attitudes toward the teaching-learning process by

conducting observation and questionnaire. The quantitative data explain the result from the treatment and the qualitative data explore the process of the treatment

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USING MOVIES IN TEACHING LISTENING

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and the students’ attitudes during and after the treatment. The quantitative data

were collected by employing experimental study because the researcher wants to see if the treatment, that is viewing movies in teaching listening makes a

difference in students’ listening comprehension.

The experimental research compared two groups (later named as the control class and the experiment class) that receive different treatments (Punch, 2009). In this research, students in the experiment class were taught narrative through the use of movies, while the students in control class were taught by using conventional method which used audio materials in teaching listening.

The schematic representation of the research is represented as follow: (Hatch and Lazaration, 1991)

(random) –� - T - �

(random) - � – 0 - �

Where: is experimental group

is control group

� is pretest � is posttest T is treatment

To support the data from the tests, observation during the treatments and

questionnaires on the students’ attitudes toward the application of the method

were also employed to collect the qualitative data. The observations were also conducted to reveal how using movies in teaching listening was implemented. The data from observation were collected by using field-notes. For the students’ attitudes and their underlying reasons, close-ended and open-ended questionnaires were employed. Both data are described in discussion section in chapter four.

3.2Research Setting

This study took place in one of state high schools in Subang, West Java. The decision of choosing this site was based on several considerations. First, the school English teacher said that the use of movie for teaching listening is a new

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Annia Devalusiani Nurul Jaeni, 2015

USING MOVIES IN TEACHING LISTENING

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method. Second, the situation and the condition of the school are familiar for the researcher. Finally, the access and aids from the school supported the researcher in conducting the research.

3.3Population and Sample

The population of the research was the year tenth students of one SMAN in Subang. Each class consists of 33 students. The reasons for choosing the year tenth of senior high school was mostly because it was challenging for the

researcher to enhance the students’ achievement in listening comprehension at the

early stage so that if the method is successful, it can be applied in further stages as an alternative method in learning listening. Besides, students’ achievement in listening comprehension at the first stage will help them to gain a better achievement in listening at the higher level. Moreover, the narrative texts which become the subject material of this research was taught in this grade. According to the competencies of English Language curriculum for Language and Literature of English for the year tenth students, the students in this year are expected to be able to analyze social function, generic structure, and language features of the narrative text.

Two classes were selected as the samples for this study by employing a cluster random sampling. It means that the researcher selects groups, or cluster of subjects rather than individuals (Fraenkel, Wallen, and Hyun, 2011). The selection was employed because of several considerations. First, the class had already been arranged and it was not easy to change the original order. So, it was not possible for the researcher to select individual samples. Besides, this sampling technique did not change the existing class. Every class was taught in similar learning conditions and patterns. Finally, for there were ten classes at this level in the school, cluster random sampling was used since it is more effective with larger number of groups (Fraenkel, Wallen, and Hyun, 2011)

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To find two equal classes for the study, t-test was administered to compare the means of the two groups (Urdan, 2005). The formula for the independent samples t-test is as the following:

= �

ℎ � ℎ

t = �̅ −�̅

√(S n − +S n −

df ) n +n

�̅ is the mean for class 1 �̅ is the mean for class 2 S = variance n= sample size

To decide whether the two classes are equal or not, the statistic test was compared to the criterion, that is, degrees of freedom (df), alpha level (∝< .05), and critical value for non-directional or two-tailed. The two classes are equal ( � if there is no statistically significant difference between the two classes on the dependent variable ( _�� ℎ _� .

3.4Research Materials 3.4.1. Lesson plan

The lesson plan of this research was modified from Kusumarasdyati’s lesson plan used in her research (n.d) in teaching listening by viewing movies as presented on her paper Incorporating Culture into Listening Comprehension Through Presentation of Movies. This form of lesson plan has been applied for years in a number of tertiary institutions in Indonesia. In general, the class activities were conducted at three stages; pre-viewing, while-viewing, and post-viewing. The activities for each stage were developed from teaching listening activities as suggested by Underwood (1989), Richards (2008), and Field (2003). In this study, Pre-viewing activities needed ± 15 minutes. While-viewing stage took ± 70 minutes and post viewing stage took ± 50 minutes.

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However, the time allotment could be changed based on the length or duration of activities carried out in each stage. For instance, post-viewing stages were longer than while-viewing stages when the activities in post viewing phase needed extra time (e.g. making a storyline of the movie they had watched, identifying the conflicts that happened to the actors/actress/participant of the movies). Please refer to appendix 1 for details about the lesson plan.

The time allocation for English subject in a week is 180 minutes which was divided into two meetings. One meeting took 45 minutes and the rest took 135 minutes. There were five meetings conducted in this study. Each meeting was conducted once a week within 135 minutes (3x45 minutes) at each session (See

appendix 1for details). The first meeting focused on the students’ ability in

identifying the generic structure of the narrative text. Those are: the orientation of the text which consists of the characters involved in the text and the setting of place and time, and the complication and the resolution of the text. In the second meeting, students were asked to answer the questions based on the information on the movie and fill the missing words/phrase.

In the third meeting, students were to fill a missing word/phrase based on the text they had heard and to identify what happened to the characters (complication) in the narrative texts. In the next meeting, the teaching-learning was conducted in order to the students were to identify the setting of place and time of the narrative texts, to answer the questions about explicit or implicit information related to the texts, and to identify characters and characterization of the actors/actresses/participants of the movie. In the last meeting, that is meeting five, students were to identify the setting of place and time of the movie and what happened to the characters (complication) in the movie they had watched.

3.4.2 Movies.

The study uses three movies for viewing. They are Winnie the Pooh: The Heffalump Movie, How to Train Your Dragon and The Nut Job. The reasons of

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USING MOVIES IN TEACHING LISTENING

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choosing these movies were based on several considerations, as suggested by Rost, 2001; Oguz and Bahar, 2008; Berk, 2009. The first was related to the language level. The vocabularies which are used by the characters of the movies are not too complex for the students. Second, the moral values of the movies were in line with the moral values that become the main topic in the syllabus. Moreover, these movies attracted students’ attention and motivation in learning listening for the students are quite familiar with the cartoon/animatio n movies.

Winnie the Pooh: The Heffalump Movie was presented without the subtitles in the first meeting. For the second and the third meetings, How to Train Your Dragon was provided with the subtitles, and for the forth and the last meetings, The Nut Job was also viewed without the subtitles. The consideration of the absence or the presence of subtitles in the movies was due to the complexity of the vocabulary, the story and the exercises that given while and after viewing the movie in the teaching process.

3.5 Research Instruments

In order to gain proper data, four research instruments had been prepared before and during the data collection process. The first research instrument was pretest/posttest, which consists of five types questions focusing on narrative texts. The second was field- notes to observe the process of teaching listening by using movies. The last two research instruments research instruments were questionnaires; close-ended and open-ended questionnaire. The following is the description of each instrument:

3.5.1 Pre-test and post-test

The same listening test was used for pre and post-test which focuses on narrative text. The pretest was given in advance in order to find out the students initial skills as the starting point in accordance with the students’ improvement in listening to narrative texts before the treatment. Moreover, the result of the test was also used to decide two equal classes for experimental and control class. In

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these test, students in three classes were asked to answer the questions based on the texts they had heard. After the measurement using T-test, two equal classes were identified as control class and experiment classes. Meanwhile, the posttest was conducted at the end of the treatment in order to find out whether or not there was an improvement on the students after the treatments.

The listening test was developed on the basis of the listening achievement constructions which were originated from the indicators of the learning purposes. The construct is what our test is measuring (Buck, 2001). The audio materials for

the test were selected from students’ standardized textbook which had not been

used in their English class and others were taken from audio story on internet websites. The decision of choosing or using a part of the whole text was based on the complexity of the vocabulary and the story, and the length of the text (as suggested in National Examination which commonly consists of 96-129 words in each text). For the complexity of the vocabulary and the story, the researcher discussed the material with the supervisors of this research. The script for the listening test can be seen in Appendix 3.2.

The students’ test result can vary depending on the type of the task. Buck

(2001) suggests that the test should consist of a variety of task types in order to reduce the effects of any one type of task. Therefore, the listening test is developed as follows:

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No Test type Questions indicat or item no indicators 1 A. short answer

When did Jack make a snowman? ₂

6 . S tu d e n ts a re a b le t o a n sw e r th e q u e st io n s a b o u t e x p lic it o r i m p lic it in fo rm a tio n r e la te d t o t h e t e x ts 5 . S tu d e n ts a re a b le t o r e c o g n iz e v e rb s u se d in th e t e x ts 4 . S tu d e n ts a re a b le t o id e n tif y t h e e n d in g o f t h e s to ry ( re so lu tio n ) 3 . S tu d e n ts a re a b le t o id e n tif y w h a t h a p p e n e d t o th e c h a ra c te rs (c o m p lic a tio n ) in t h e n a rr a tiv e t e x ts 2 . S tu d e n ts a re a b le t o id e n tif y t h e s e tt in g o f p la c e a n d ti m e o f t h e n a rr a tiv e t e x ts 1 . s tu d e n ts a re a b le t o id e n tif y c h a ra c te rs a n d c h a ra c te riz a tio n o f t h e t e x t

2 What did Ja k eed fo the s o a ’s ose? 6

3 Where did Jack make the snowman? 2 4 B . M u lt ip le C h o ic e

1. Who is Daedalus? ₁

5 2. What did Daedalus build? 6

6 3. How did Daedalus escape from Crete? 6 7 4. Where did the story take place? 2 8 5. What did the fly think about himself? 1 9 6. Did mosquitoes talk long time ago? 5

10 . Why as the s ake so a g y? Be ause… 6

11 . Who took the os uito’s oi e a ay? 4

12 9. Where did the Sun and the Moon live? 2

13 10. When did the story happen? 2

14 C . G a p F il in g

When he ____ the town it was almost midnight ₅

15 He _____ at the door 5

16 The traveler _____ rest, food and shelter 5 17 It’s a st a ge lo k a d a e ope ed o ly ith

a sil e key, _____ the i keepe 5

18 The traveler _____ a silver coin through a slit in

the door 5

19 D . T/ F c h e c kl is t

What happened to the main participants? ₃

20 21

What happened to the main participants in the

end of the story? 4

22 The e di g of the sto y is …. 4

E. Note taking

Write adverbs of place on the text you have

heard. 2

24 25

The tests consist of five types of test item which represent the indicators of listening to the narrative texts. The first part of the test is short answer question type. There are three questions that the students should answer based on the text they have heard. In the second part, the students answer ten multiple choice

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questions. The third part is completing text by using the correct verbs they have heard (Gap filling). The students choose the verbs that are printed on the answer sheet. The next part is testing how students understand the story by giving the checklist on the correct phrases, or sentences (True/False test type). The last part is note taking test. Students listen to a story and then write down the adverbial of places they have heard on the story. The maximum raw score for the test result is twenty-five. This score was then multiplied by four to get the final maximum score that is a hundred.

Before the test was administered to the students, the test was tried out to other students who have the same level with the students in control and experiment classes. This try out was conducted to see 1) whether or not the instructions of the test are clear, simple, and explicit enough for the students, 2) which item is the most difficult and the easiest so that the test item can be organized from the easiest to the hardest, and 3) to see the time duration once the test is administered. After that, the test was checked, corrected, and revised.

Related to validity issue, Brown & Abeywickrama (2010:30) say that a valid

test has to “measure exactly what it proposes to measure” and to have a valid test,

test developer should develop the test based on its construct (Buck, 2001) that is the knowledge, skills and abilities that the test-takers (students) should have and the tasks that they should perform (Chapelle, 1998 as cited in Buck, 2001). In line with that, this listening test was developed following the indicators of the teaching-learning objectives in the syllabus of English language teaching of curriculum 2013 (refer to section 2.3.2 for more details about the indicators of the lesson). The indicators of teaching-learning listening in the recent study were the construction that were reflected in the listening test. In addition, the two supervisors of this research were also asked for their judgments related to the content and the format of the test whether the test is appropriate or not to be employed.

To see the reliability of the test, Pearson product moment correlation was applied to the test since the scores were produced by the same raters on two

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separated times by the same group of students (Hatch & Lazaraton, 1991). The data was measured by using SPSS 17. The students of this group are at the same level with the students in the experimental and control groups. The test is reliable at _�=.573, which is higher than _�� (.573.344, α = .05) (see appendix 4 for detail).

3.5.2 Field-Notes

Observation in teaching listening by using movies was conducted to support posttest data result. To gain the data from the teacher and the students’ activities in teaching-learning process, an observation by using field-notes was conducted in capturing the three phase teaching-learning activities: 1) pre-listening/pre-viewing, 2) While-listening/while-pre-listening/pre-viewing, and 3) post-listening/post-viewing. The observer paid attention to what the teacher did, said, asked, and her responses to what the students did, said, and asked, and vice versa. In other words, the observer used her eyes and ears in witnessing what was going on during the process (Silverman, 2005).

In this study, non-participant observation was employed for the researcher was not directly involved in teaching-learning activities (Fraenkel, et al., 2012). The researcher herself observed the teaching-learning process by taking field notes. The teaching process was done by the school teacher; however, she was aware that the activity was being observed since the researcher requested for permission to conduct an experiment and submitted the lesson plan to be applied in the classroom (Language laboratory). The students may or may not realize the presence of the researcher for the students had been accustomed to notice the researcher attendance in the class room (language laboratory). This type of observation made the researcher free to capture the teacher’s and students’ behavior and attitudes during the teaching-learning process (Fraenkel, et al., 2012).

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3.5.3 Questionnaires

3.5.3.1 Close-ended Questionnaire

The close-ended questionnaire was conducted to obtain the data about the

students’ attitude toward the application of movies in listening class. The

questionnaire was modified from Sabet and Mahsefat (2012), which adapt the survey from Al-Musallami (2009). Before the questionnaire was employed by the experimental students, it was piloted on a group of fifteen students in order to test its clarity and to see if it would produce the required responses. The questionnaire was also given to the supervisors of this research for feedback. Based on the

supervisors’ suggestions, some of the items were omitted and others were

modified. The statements to reveal cognitive component of attitude are reflected in the items number three, four, six, eight, nine, ten, eleven, and twelve. Affective is represented in items number one, two, five, and behavioral component is in items number seven and thirteen.

There are thirteen statements on the questionnaire in its final version and a four point Likert Scale was adopted. The score for strongly agree, is four. If the students agree, the score is three; for disagree, the score is two, and for strongly disagree, the score is one. In order to determine the kind of the students’ attitudes toward using movies in teaching listening, the scores of all items from each student were summed. The maximum score was 60 and the minimum score was

15. Based on this range, the students’ attitudes were divided into four levels to

determine the attitudes they hold. A score between 50 and 60 indicated a very positive attitude, a score between 39-49 indicated a positive attitude, a score between 27-38 indicated a negative attitude, while a score between 15-26 was considered a very negative.

The attitude questionnaire was applied on a sample from the population equivalent to the participants of the study. Reliability of the questionnaire was obtained by a statistical measurement Cronbach’s Alpha using SPSS 17. As the result, the test is reliable at _� (2-tailed) at α 0.05 with (n) = 33, is 0.344 and

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3.5.3.2 Open-ended Questionnaire

The open-ended questionnaires were administered to gain in depth

information of the students’ attitude (Fraenkel, et al, 2011). Besides, this type of

questionnaire gives more freedom for the students to reveal their mind, feelings, and opinion since the students are sometimes not eager to show their real convictions to their teacher.

There were four questions of the questionnaire which were divided into three categories. Both the questions and its category can be seen in appendix 7. The first category is intended to figure out the students’ feelings towards viewing movies in teaching listening. The second category was aiming at reveal the students’ challenges in listening by viewing movies. The third category consists of two questions to get the information on the students’ point of view about the strengths and weaknesses of viewing movies in listening class.

The close-ended and the open-ended questionnaire are written in Bahasa

Indonesia to avoid the students’ misunderstanding in interpreting the questions.

The questionnaires were delivered to the experimental students after they had finished the teaching- learning process.

3.6 Stages of Data Collection

In collecting the data, some steps were employed. Firstly, the instrument of the pretest and posttest for the students in experimental and control classes were consulted with, the supervisors of this research. Next, they were piloted to other participants who had the same characteristic with the real participants to see the difficulty of the test. After it had been revised, it tested again to assure the reliability. Secondly, pretest was given to year tenth classes to select the two equal classes as experimental and control classes. The result of the pretest was also used

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Thirdly, the treatment of using movies in teaching listening to narrative texts was taught to the experimental class. The treatment conducted in five meetings. Meanwhile, the control class was taught by using the conventional teaching method. At this stage, the researcher observed the learning process and took notes in experiment class.

After the treatments, both the control and the experimental classes had the same listening posttest. Then, the students in experiment class were given the questionnaires to explore their attitudes toward the use of movies in teaching listening and their reasons behind it.

3.7 Data Analysis

3.7.1 Pretest/posttest Data Analysis

Firstly, the result of students’ listening both in pretest and posttest were

examined and scored. The test consists of five parts with the score for each part is three scores for part one, ten scores for part two, five scores for part three, four scores for part four, and three scores for the last part. Therefore, the maximum raw score is twenty-five. This score then multiply by four to get a hundred as maximum score. Then, to test whether or not the treatment had an effect on the experimental group, the data from the pretest and posttest were analyzed by using the t-test formula.

After the t-obs obtained, this result was consulted with the t-value. If the t-obs is lower than the t-value, it means that using movies in listening to narrative texts cannot improve the students’ listening comprehension ability, especially in understanding narrative texts. In other words, the null hypothesis (Ho) of the study is accepted, and rejected the alternative ( _�) hypothesis. Conversely, if the t -obs is higher than the t-value, the null hypothesis of the study is rejected which means teaching listening by using movies give positive contribution to the

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3.7.2 Observation Data Analysis

Observation data were taken from the teacher and the students’ activities within three phase stages of teaching-learning listening by viewing movies. The observer noted and recorded what the teacher did and said and what the students did and said as the responses, and vice versa during the five meetings in the written form. The data from observation then were analyzed by implementing data reduction, data display and conclusion drawing/verification observation data analysis as suggested by Miles and Huberman (1984, as cited in Silverman, 2005), To make the data more reliable, the researcher then checked the notes with what the teacher had experienced during the teaching- learning process in the classroom.

3.7.3 Questionnaires Data Analysis

Further, the data from the close-ended and open-ended questionnaire were analyzed. In the close-ended questionnaire, the scores of each statement were calculated to find its average. The mean of each statement indicates if the students have very positive, positive, negative, or very negative attitudes.

In the open-ended questionnaire, the researcher classified the findings of open-ended questionnaire into categories that become the focus of the study. Then, in the close-ended questionnaire, the key words of each category were used to explore the students’ reasons behind their decision to respond the statements.

3.7.4 Embedding Data

In this mixed-method research, the study used embedded design in which the qualitative data were embedded to the primarily quantitative data (Creswell, 2010). The qualitative data play a role as supportive data which are used to explore and build quantitative data (Punch, 2009; Creswell, 2010). Therefore, the data from observation and questionnaires, open-ended and close-ended, of this research were also used to enrich the data from posttest. The embedding data guided by the theories presented in chapter two.

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3.8 Data Triangulation

Data triangulation was implemented in this research to collect information from different sources or types of data to corroborate each other in answering the same research question (Mason, 1996 in Silverman, 2005; Fraenkel, Wallen, & Hyun, 2012; Yin, 2003). Triangulation was used because “it improves the quality of the

data that are collected and the accuracy of the researcher’s interpretation”

(Fraenkel, Wallen, & Hyun, 2012). This research uses triangulation within a single method that was analyzing the data from field-notes and questionnaires.

3.9 Concluding Remark

This chapter has discussed the methodology applied in the research which focuses to answer the questions what the effect of using movies in teaching listening towards the high school students’ listening comprehension is, its implementation,

the students’ attitude towards the use of movies in teaching listening and the

reasons underlying it. The study was conducted by implementing mixed-method concurrent embedded design with quantitative data as primary data and qualitative data as secondary supportive data. The quantitative data were collected through experimental study. Pretest and posttest were employed to control class and experiment class to see whether there was positive improvement in the students’ listening comprehension after they experienced learning listening by viewing movies. Besides that, observation by using field-note was conducted to elaborate how using movies in teaching listening was implemented and questionnaires were also employed to reveal the 33 experimental students’ attitude toward it. The data from each type of data then were collected and analyzed. The next chapter explores the research findings and discussion related to the data obtaining from the field.

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CHAPTER FIVE

CONCLUSION, LIMITATIONS, AND RECOMMENDATIONS

This chapter presents conclusion of the research findings. As mentioned in the previous chapter, this research was conducted to find the effect of using

movies towards the high school students’ listening comprehension, its implementation, the students’ attitude toward the use of movies in teaching

listening, and the reasons underlying their attitude. The result from the listening

comprehension tests showed that the students’ listening comprehension improved

significantly after they had learned listening by viewing movies. The findings from observation and questionnaires indicated that viewing movies helped the

development of the students’ listening comprehension for movies consisting of

visual and verbal elements which assisted the students in understanding of what the actors or actress are saying.

Moreover, the data from the observation and questionnaires confirmed previous studies that viewing movies in teaching listening build enjoyment among the students as well as make the students relax and highly-motivated in learning listening. The findings also confirmed that three stages in teaching listening; pre-viewing, while-pre-viewing, and post-viewing shaped and developed a meaningful and effective teaching –learning process. Lastly, the findings also revealed the

students’ positive attitudes towards the use of movies in teaching listening. In addition, some weaknesses of this study as discussed in the limitation of the study as well as recommendation for further research are presented in the later section.

5.1 Conclusion

The findings of the recent study are in line with previous studies conducted by several researchers and scholars to universities or college students. This study

strengthens previous results that movies can improve learners’ listening comprehension skill and generate students’ attitude towards learning English.

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Based on findings and their discussions, this study concludes several points. First, the use of movies in teaching listening helps the students to improve their listening comprehension to narrative texts. Viewing movies in listening class, somehow, maintains the students’ listening comprehension ability and their understanding of narrative texts as being proven in their posttest scores. Although the finding showed the students’ scores decreased at some point, but overall their scores increase significantly.

Moreover, the information from observation and questionnaires also strengthen previous studies (Kusumarasdyati, 2004; Martinez, 2010; Hastings, 2012) that movies engage the students to the real situations by presenting both visual and verbal information which are needed in the real communication. Movies provide pictures as a contextual background knowledge which is needed during listening. Besides, the story and the sounds of the movies arouse the

students’ positive feelings which create joyful atmosphere during the teaching-learning process.

The joyful atmosphere in the class grew up due to the absence of anxiety and the drive of enthusiasm among the students.. Nevertheless, not all good and proper movies were interesting for the students. As had been showed in meeting one, some students looked sleepy while viewing Winnie the Pooh: The Heffalump Movie. A simple narrative and a clear message made the students getting bored easily. The while-viewing tasks seemed not enough to develop their attention to keep watching the movie. Thus, complexity of the story should be considered in selecting the movies. A simple movie may help the students to understand the story easily, but complexity in the story attracts the students’ curiosity and develops enthusiasm to watch the whole movie.

Next, the effective use of movies needs preparation. the teacher cannot

merely “jump” into playing the movies in the class without several preparations in

advance. The preparation is including dividing the teaching-learning process into three stages, pre-viewing, while-viewing, and post-viewing, and setting up challenging tasks to be employed in pre, while and post viewing stages. The use of movies in teaching listening will give it very best if supported by a

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planned lesson plan. The tasks give the students reasons for listening and make them stay alert and pay attention to every scene they watch.

The other important thing is that the tasks are designed to assess the students’

listening comprehension than merely to test them. It gives the students space to express themselves towards the tasks given and fearless in making any mistakes or errors in their answers. Such situation contributes to self-confidence in completing the task and taking a part in class activities.

To sum up, movies are effective teaching materials for teaching listening if they are combined with a well-planned lesson plan. The elements of movies support the students in many aspects. Cognitively, they provide linguistic knowledge for learning language and affectively, they touch the students’ emotion through their pictures, sounds, and stories.

5.2 Limitations

This study has some limitations. The first one is in observation. The researcher observed the teaching-learning process by using field notes which may involves researcher bias. Moreover, there was no video recording to collect, store, and record the data. The researcher relied only on her eyes, ears, and knowledge in capture what the teacher and the students did and said in the class. However, the students may or may not aware of the researcher presence since they were used to notice the researcher in the room. The students may also not realize if the researcher observed their behavior and attitude. This situation made the researcher

had no impediment in collecting the data from the teacher and the students’

activities in the class. To make sure the reliability of the data gathered, the researcher compared and discussed (cross-checked) the observation result with the teacher’s note to get the information from different perspective.

Another limitation of this study is in connection with the materials taught during the teaching-learning by using movies. Though movies can be developed as sources or teaching media in many purposes, the learning materials of the recent study are restricted to the materials that should be taught at that semester

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according to the English language teaching syllabus; that is learning narrative texts and its generic structure. Therefore, the listening test and learning objectives were developed in accordance with the standard competence and the based competence of teaching-learning narrative texts. Despite these limitations, the findings of this study are worthy considering improving the teaching of listening.

5.3 Recommendations

This study offers some practical recommendations for the practice of English language teaching. First, teachers should not only consider movie as a ‘cosmetic’

tool to attract students’ attentions, it should become a valuable resource for teaching listening comprehension. Movies are multi-faceted sources for the students in learning a foreign language and in understanding the culture of its people. By using movies, there are many tasks or activities that can be created by the teacher in the language class.

Second, for more beneficial teaching at senior high school levels, teacher can present movies in teaching other texts genre e.g. report texts, exposition texts, discussion texts, and making reviews. Moreover, movies can be used to develop

students’ critical thinking, grow their imaginations, and build cross-cultural understanding. Various movie clips available on YouTube are inexpensive and accessible to be used as an issue for opening a discussion or as a core material in engaging the students to a real context of situation under discussion. Nonetheless, teachers have to be selective in deciding appropriate and suitable movies for teaching high school students.

In the light of the study, further research related to the use of movies in foreign language teaching need to be conducted, especially in teaching listening. More focus should be put on high school students to enrich the available studies which focus on university students. The study about the difference between the use of subtitled and non-subtitled movies and its effect to the students’ achievement in listening comprehension skill need to be expanded, especially for teaching-learning English listening as a foreign language. Though movies provide a lot of chances for the teachers to diversity their teaching listening activities as

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believed by Sammir and Rammal (2004), further studies to find a better activities that should be done by the students in pre-, while-, and post-viewing to improve their listening comprehension ability are suggested.

movies have potential in generating students’ interest in learning listening. Thus, more research about studying the influence of using movies in teaching listening towards the students’ affective factors, particularly anxiety and motivation, need to be employed as well.

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Ogus. A and Bahar, H. O. (2008). "The Importance of Using Authentic Materials in Prospective of Foreign Language Teacher Training". Pakistan Journal of Social Science , 5 (4), 328-336.

Osada, N. (2004). "Listening Comprehension Research: A Brief Review of the Past Thirty Years". Dialogue. 3, 53-66.

Potosi, L.J, et al (2009). Using Video Materials as a Teaching Strategy for Listening Comprehension. Retrieved May 31, 2013. From: https://www.google.com/#gs_rn=15&gs_ri=psy- ab&tok=B1RKOK6qwdrB

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Annia Devalusiani Nurul Jaeni, 2015

USING MOVIES IN TEACHING LISTENING

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Punch, K.F. (2009). Introduction to Research Methods in Education. London: SAGE Publications.

Rahmatian, R and Armiun, N. (2011). "The Effectiveness of Audio and Video Documents in Developing". International Journal of English Linguistics , 1 (1), 115-125.

Rammal, S.M. (2003).Using Video in the EFL Classroom. paper presented at CDELT 25th Annual Symposium, April 12-13 2003. Cairo-Egypt: Ein-Shams University.

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Soleimani, H. and Hanafi, S. (2013). "Iranian Medical Students' Attitudes towards English Language Learning". International Research Journal of Applied and Basic Science. 4 (12), 3816-3823.

Suherdi, Didi. (2013). Buku Pedoman Penyelenggaraan Pendidikan Profesi Guru Bahasa Inggris: Bahan Ajar Pemantapan Kompetensi Akademik 3.1. Bandung: Celtics Press

Tahaineh, Y. (2013). "Jordanian Undergraduates' Motivations and Attitudes towards Learning English in EFL Context". International Review of Social Sciences and Humanities. 4 (2), 159-180.

Underwood, M. (1989). Teaching Listening. New York: Longman.

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Yagang, Fan. Listening: Problems and Solutions. [online]. From:

www.valrc.org/causes/ESOL basics/Lesson 5/Listening.pdf. [May, 31 2013] Yin, R.K.(2003). Case Study Research: Design and Methods. London: SAGE

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USING MOVIES IN TEACHING LISTENING

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Finally, apart from attitudes, other learners’ affective factors (e.g. anxiety, self-confidence, and motivation) play an important role in achieving successful teaching-learning listening (Vandergrift and Goh, 2014). This study found that movies have potential in generating students’ interest in learning listening. Thus, more research about studying the influence of using movies in teaching listening towards the students’ affective factors, particularly anxiety and motivation, need to be employed as well.

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USING MOVIES IN TEACHING LISTENING: its effect, implementation, and students’ attitudes (an experimental study in one of state high schools in subang).