Using Movies in EFL Classrooms: A Study of Students’ Perception on the

Use of Movies to Improve English Listening Skill

A research proposal as the fulfillment of one of Quantitative Research course assignment

By:

Muhamad Rafi Raihan

172122066

B Class

English Education Department

Faculty of Educational Sciences and Teachers’ Training

Siliwangi University

Tasikmalaya

2019
 CHAPTER I

INTRODUCTION

Background

Teaching English nowadays has become more challenging than ever. In order to help
the learners’ mastery (increase the proficiency) of language skills, language teachers have to
provide quality teaching materials that will be engaging, interesting, up-to-date while
simultaneously being a tool that will ensure that the students learn. So, listening skill as a
communication method that requires the listener to understand, interpret, and assess what
they hear. The ability to listen can actively improve personal interaction through reducing
problems, increasing cooperation, and fostering understanding(Sharma, 2011).
The research on listening through movie has main reasons that makes listening skill is
important to learn as a foreign language learning. A new language learner should learn
listening at the initial stage of language learning in the same manner as a child learns a
mother language (Buck, 2001). Many scholars have revealed that movies used in EFL
classroom can become an important part of the curriculum. This is based on the fact that
movies provide exposures to “real language,” used in authentic settings and in the cultural
context which the foreign language is spoken. Furthermore, Kusumarasdyati, 2004; Luo
(2004) reported that they also have found that movies catch the learners’ interest and it can
positively affect their motivation to learn. In addition, listening has been relegated to a
secondary position in the English language teaching classroom. This stems, in part, from the
fact that whereas a considerable amount of research has been conducted into reading, writing
and speaking--research which has influenced our approaches to teaching language and has
also influenced how textbooks have been written.

There has been a lack of research interest into listening. Some of the reasons for his
lack of research interest come from the fact that speaking was always considered a more
"valuable" skill to focus on in the classroom; that researchers and teachers have often
considered that listening was something which could just be "picked up"; and as researchers
and teachers had not been taught listening themselves, they saw little need for developing a
specific research agenda or approaches to teaching listening. It is indeed interesting that
listening has not received wider attention in the past given that it is the language skill most
often used in everyday life.
 Although listening has been a relatively neglected skill in terms of research and how
it is introduced to language learners, it is now beginning to receive more attention. In the past
few years we have seen the publication of several major texts, both practical and theoretical,
specifically dealing with listening skill. In conjunction with these books, there is now a
greater awareness among teachers that we have to help learners develop their listening skills,
rather than rely on the skill developing itself.

Nowadays, the main problem that makes students’ English score in national exam
decrease is caused by the lack of students’ listening skill. This problem caused by the media
that teacher uses in listening practice is not work. Almost all teacher uses tape recorder in the
class, this media is too old and makes student difficult to understand the context. Therefore,
the teacher should have an attractive teaching media for listening to attract their students’
interest during listening practice. However, good teaching media can stimulate the students’
interest and encourage students’ participation in learning practice(Heinich, 1993). In the era
of information and communication, technology is genuinely enhancing and influencing the
educational practices of teachers and students, shifting the learning process from teachers
centered to students centered(Abdulrahman, 2016).
Based on the stating the problem above, the researcher interested in investigating the
students’ perception on watching English movies in listening comprehension ability. It is
realized that there are some students who have low level in listening because of lack of
interest.
Statement of the problem

Based on the previous statement, the researcher states the problem as follow:
1. What are the students’ perceptions on watching English movies in listening
comprehension ability?
2. Does watching English movies make students more interested in learning listening
comprehension ability?
3. How does watching English movies give motivation in listening comprehension
ability ?
 CHAPTER II

LITERATURE REVIEW

Movie

Although there are many studies conducted regarding using the movie in EFL classes,
very few studies were done on the use of movies for enhancing listening comprehension; with
the exception of one study. On the other hand, there are numerous studies on the use of
videos in developing particular language skills, especially listening comprehension,
It concluded that using movies in EFL classroom offers background information that
activates prior knowledge, which is essential in stimulating the four skills activities in the
classroom.

Listening

As we have seen, listening and reading are often characterized as 'passive' or

'receptive' skills. The image conjured up by these terms is of the learner-as-sponge, passively
absorbing the language models provided by textbooks and tapes. However, as we saw in the
preceding section, there is evidence to suggest that listening is making sense of what we hear
and constructive process in which the learner is an active participant. In order to
comprehend, listeners need to reconstruct the original intention of the speaker by making use
of both bottom-up and top-down processing strategies, and by drawing on what they already
know to make use of new knowledge.

A challenge for the teacher in the listening classroom, is to give learners some degree
of control over the content of the lesson, and to personalize content so learners are able to
bring something of themselves to the task. There are numerous ways in which listening can
be personalized. For example, it is possible to increase learner involvement by providing
extension tasks which take the listening material as a point of departure, but which then lead
learners into providing part of the content themselves. For example, the students might listen
to someone describing the work they do, and then create a set of questions for interviewing
the person.
Teaching Listening Skill
In teaching language, teaching listening is the most difficult for teacher than any
language aspects. Because, experience and lots of practice are the key to success in listening
skill. According to Rivers (1997) state that listening skill has an important role in daily
communicative interaction. Also, he adds that the time of adult spend on speaking activities
45% is devoted to listening it is bigger than other
Movie Media in Teaching Listening Skill

Though movie media may be an effective way that appeals to various learning style,
gives students authentic models of spoken language. In addition, movie media such as movie
with subtitle may be effective in holding students’ interest. Canning-Wilson (2000)
discovered in a large-scale survey that student tended to prefer entertainment movies to
documentaries in the classroom. Herron and Hanley (1992) claimed that using movies in EFL
classroom offers background information that activates prior knowledge, which is essential in
stimulating the four skills activities in the classroom.
In addition, videos provide interesting and motivating clues to accompany audio or
written inputs, therefore it supports comprehension and production of foreign language
input/output. Furthermore, movies provide language learners with the opportunity to view the
social dynamics of communication as native speakers interact in authentic settings. It can
conclude that using movies help enhance memory and recovery of information in listening.
 CHAPTER III

RESEARCH METHOD

Research Design

In this study, researcher utilizes survey as the design of the investigation. Students are
given some questionnaire that asking their perception on the use of movie as media in
listening and the impact of movie in their listening comprehension ability as well as others
benefit such as enjoyment in learning and vocabulary enrichment. Since this study is a
descriptive qualitative study, the questionnaire is analyzed descriptively. Then, the result
from a 5-point, likert type scale asking participants to read each statement and check the box
that most closely represented their opinions, from 1 (strongly agree), 2(agree), 3 Neutral, 4
(disagree), or 5 (strongly disagree).

Population and Sampling

The participants of the research are the students of Islamic University of As-
Syafi’iyah. The research was applied in English Department sixth semester regular class at
Islamic University of As-Syafi’iyah. 10 from 21 students are a sample of the research. The
participants have ever done listening practice by using movie media.
Research Instrument

The questionnaire was aimed to estimate the frequency and the students’ opinions
about the impact of movie media usage to their listening skill. There were several questions
about everything that dealing with the contribution of movie media usage, also the positive
impact and negative impact to the improvement of students’ listening skill. This
questionnaire was needed to find out the contribution of movie media usage to the
improvement of students’ listening skill.
References

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Buck, G. (2001). Assessing listening. Population Census. Retrieved from

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Herron, C. e. (1995). An investigation of the effectiveness of using an advance organizer to.

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