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CHAPTER I

INTRODUCTION

1.1.Background of study

English has become an international language and it is already spread

thoroughly in the world. It was researched that among 4,000 to 5,000 languages,

English is the most widely used (Brumfit et al, 1980:1). Nowadays, English is taught

everywhere and many countries consider it as a compulsory subject, as well as in

Indonesia. In Indonesia, English is taught at high schoolsand it becomes ane of the

examined subject in Ujian Nasional or National Examination.

As we know that there are four skills in a language, they are: listening,

speaking, reading, and writing. All of those skills have to be mastered by everyone

who is learning English. Listening is considered as the first skill that children acquire

(Scott & Ytreberg, 1990:21). It helps in building speaking ability (Brumfit,

Broughton, Flavell, Hill and Pincas, 1980:65). By this fact we can understand that

the English learners will much easier in learning English when they acquire it, not

studying it. The learners can still find out other factors that ease them in learning such

as the cultural view, body language, and stress and intonation, which they can deal

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with in all audiovisual stuff. Hence, it is important to improve listening skill in order

to improve other skills.

However, the fact is many high school students are rarely taught listening

skill, but mostly reading and writing. Based on the writer’s observation while being a

practical teacher in MAN 3 KOTA Banda Aceh from February up to June 2010, the

writer found that the teacher often gives reading and writing tasks such as: reading

aloud, answering question from the text, and writing a short story. Furthermore, the

teacher only speaks a little English in class. Then, how can the students able to speak

if they barely listen to the teacher who is speaking English? They will absolutely be

passive in English. This is contrary to Scott and Ytreberg’s statement about listening,

that is, listening must be done as much as possible in order to make the students

better in speaking, reading, and writing. Besides, the learning process of listening will

be much effective by involving visualization, because the learners not only use their

organ of hearing but also use their sight to help them interpret the case being

discussed in the listening tasks precisely. Thus, the process would come more

intensive as the learners see the use of “language in use” (Hammer, 2007:172). From

those reasons elaborated above, the writer would like to do her research by preserving

the students by movie scenes displays to help them in enhancing their ability in

listening.

Rose and Nicholl (2002) found that it would be fun and playful if we conduct

visualization aids in teaching English, especially in teaching listening. The students

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can involve themselves totally in the situation of the scene and they go with the

conversation, deeply in their consentration, unconsciously. To promote the learners’

mastery of listening skills, teachers need to carefully select and prepare a variety of

quality teaching materials and aids to be used in a language laboratory, ensuring that

the learners will gain optimum results from the listening lessons. A relatively simple

(but frequently overlooked) way to achieve this is selecting commercial videos

containing movies or movie scenes as teaching aids and then developing materials

based on them (Kusumarasdyati, 2004).

Lastly, based on the previous point of view, the writer decides to do a research on

“Enhancing Students’ Listening Skill by Means of Movie Scenes”.

1.2. Statement of Problem

Based on the background explained before, the problem of the study is: does

movie scenes enhance students’ listening skill?

1.3. Hypothesis

1.3.1. Research Hypothesis

Movie scenes enhance the students’ listening skill.

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1.3.2. Null Hypothesis

Movie scenes do not enhance the students’ listening skill.

1.4. Objective of Study

The objective of this study is to find out whether implementing the

visualization of movie scenes in class can enhance students’ listening skill.

1.5.Scope of study.

The scope of study restricted on the analyzing the movie scenes role in

enhancing students’ listening ability. The listening is for comprehension, and it is

limited to short dialogues.

1.6. Significance of study.

By conducting this study, the writer hopes it can be a reference or model for

high school teachers in teaching complete English skills to their students in class. To

help them in mastering perfect and convenient English, starting from listening skill is

not a choice, it is a compulsory. The writer also wishes that it can be the reference as

well for the academic community who will be conducting on the same field research.

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1.7. Review of Literature.

1.7.1. Listening

“Listening” which comes from the word listen means to pay attention to

somebody or something that you can hear (Oxford Dictionary, 2000:783). Listening

is an active process of selecting and interpreting information from auditory and visual

clues (Rubin, 1995 in Dozer, 1997:2). According to Brown and Yule (1983 in Dozer,

1997:1) listening is a demanding process because of the complexity of the process

itself, and the factors that characterize the listener, the speaker, the content of the

message, and any visual support that accompanies the message.

1.7.2. Movie Scene

Movie scene—scene is short for scenario—is a scenario on screen that helps

to forward the plot or tell the story in a movie (www.wiki.answers.com). The

concepts of using authentic materials with regard to second language acquisition have

been with us for many years, video and audiotape materials have been used

extensively to teach ESL/EFL classes. What is relatively new is the emergence of

digital media (audio and visual), in this case movie scenes. Movies are made up of so

many components that we sometimes do them an injustice by merely using them for

“watching.” From the actors, directors, background work, costumes, themes that

result in a final production, a lot of work has been put into the film and could be used

as a means to improve language learning and for adding interest to lessons (Lever,

2010).

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Though, indeed, several teachers have started using digital music and oral

materials, video content from movies offers significant advantages. These are; movies

are popular and have universal appeal across cultures, providing current language

usage, they present visual context in which the dialogue takes place, action

accompanying speech, and they show gestures, facial expression, and other body

language appropriate to the dialogue (Gebhardt, 2004). Furthermore, the advantages

of specifically using digital movie trailers are that they are of high quality, the best

that professional studios can be used, short with very concise, catchy dialogue, having

highlights of the entire movie, and free, readily available from the Internet.

1.8.Research Methodology

1.8.1. Method

To prove the hypothesis of this study, the writer will use experimental

quantitative research. This method examines the influencing one variable to the other

one and the hypothesis of cause-effect relation. In this method, there are two groups

that will be researched and compared each other, they are experimental group and

control group. The experimental group is taught by using the visualization aids, in

this case are movie scenes, while the control group is not.

1.8.2. Location of the Research

The research will be in-----------------

1.8.3. Population and Sample

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The population of this research is the students if the second grade in

---------------------. The sample is from two classes which each classes consists of 25

students. One class is for experimental group and the other is for control group.

1.8.4. Instrument of Data Collection

For the instrument of data collection, the writer is experienced already in that

school since once she had been a practical teacher in -----------------------. This helps

the writer much on conducting her research in that school. Firstly, she will give a pre-

test consisting of 20 multiple choices. After doing so, she will teach for four (4)

meetings, and finally ended by a post-test separated meeting as the evaluation of the

method using movie scenes.

1.8.5. Technique and Procedure of Data Analysis.

To conduct this study, the writer will apply experimental research. There will

be two groups, experimental group and control group in running this activity. The

writer will teach those classes for some meetings—four (4) meetings—by using the

movie scenes for the experimental group and regular teaching process for control

group.

After conducting the test and collecting the data, the result will be analyzed

and compared by using statistical formula taken from Arikunto (2003:266,272) and

Brown (1999: 68-87). The statistical formula are: mean, standard deviation, and T-

test.

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