CHAPTER IV

FINDINGS AND DISCUSSION

In this chapter, the data were collected from observation, speaking test,

and questionnaires during the action research that are presented and interpreted to

answer the research questions.

4.1. Findings

The data were described based on the instruments used in this research,

namely observation, speaking test, and questionnaires. Further explanation is

elaborated as follows.

4.1.1. Data from observation

Data collections are presented in each cycle related to the use of the films

in the speaking class. Two cycles were conducted in this study.

Before conducting the research, pre observation was carried out in two

meetings. It was aimed to get the information dealing with the students’

characteristic, material and media in their speaking learning, and the instructional

facilities of the school. In the first meeting, the teaching learning process was

observed. The materials at that time was “asking and giving opinions”. It was

found that teacher only used students’ worksheet (Lembar Kerja Siswa) as her

tool in giving the materials. Students memorized the dialogue and practiced it in

front of the class. Before that the teacher taught the pronunciation of the dialogue

word by word and made the students repeat it.

In the second meeting, informal interview with the students was carried

out in the class to get information concerning the students’ speaking learning
experiences. Based on the informal interview, it was found several problems in

their speaking learning. The explanations are elaborated in table 4.1 as follows.

Table 4.1

The finding of pre observation in second meeting

Indicators Students’ learning experiences

1. The use of media Students seldom used media in their

speaking learning.

Pictures are merely the media used in

learning activities that were supported

by the teacher from informal interview,

who admitted that there were not

various media in teaching speaking.

2. Learning motivation Most of students were uninterested in

learning speaking.

3. Practice dialogue Students had difficulties in practicing

dialogue, as lack of confidence, less of

vocabularies mastery, and grammatical

formulation.
 Regarding the information found in the pre observation, films were used in

their learning speaking. The preparations for conducting the action deals with the

use of films were arranged based on the materials learned; “pleasure” and “asking

and giving permission” expression. The speaking activities learned is functional

conversation related to speaking as transaction (adapted from Richard, 2008), and

in addition, before the students practiced the conversation, they imitated the

dialogue based on the dialogue on the films (adapted from Brown, 2001). The

films were used as the real model of their speaking learning.

In cycle one, based on the observation of the two observers, it was found

several weaknesses of the use of films in teaching learning process. First, showing

many films made the students to focus on the material, and several unfamiliar

films given to the students. They made them difficult to enjoy the films, because

the films given were just short form consists of the dialogue related to the

materials. It was difficult them to understand the background situation of the

films.

Second, duration of the films shown was too long that made the students

difficult to catch the message, as the result they had difficulty in practicing it

because the dialogue was too long to memorize.

Third, there was a problem in displaying the films because there was too

much light in the class that made it unclear to be seen by the students. As a result,

the students experience difficulty in catching the message of the films.

Fourth, less pronunciation and intonation practice about the dialogue

leading by the teacher made the students unconfident to speak. It was indicated by

the students’ anxiety in performing the dialogue in front of the class.

Referring to the weaknesses in the first cycle, in the second cycle, the films

were decreased in which the films used were only three films taken from
“Spiderman 3”, “Harry Potter and Sorcerer’s Stone”, and “Zathura”. Besides, the

dialogue contained films were selected more careful in order to ease the students

understand the message of the films. In addition, the teacher led the students in the

way to act out the dialogue.

In second cycle, there were several improvements during the teaching

learning process. By editing the films in more specific form gave the students

more focus on learning speaking supported also by a proper handout given. The

students were more interested in learning because this time the display of the films

were clearer that made the students enjoy in watching the films. Besides, the

drilling of pronunciation and intonation practices was done intensively. Those

made them enthusiast in practicing the dialogue both in pairs and performed it in

front of the class. It was different from the situation in the cycle one, in which

they felt embarrassed to perform it in front of the class. This result is in

accordance with previous study conducted by Lyna (2009) who states that films

use in teaching learning encourages learning motivation of the students.

Stempleski and Tomalin (2010) state that films as the language teaching learning

resource values is proved as it provides varied and authentic source and engage

students to learn.

From all of the advantages of the films above, there is one negative result

when using films in the teaching learning speaking. Sherman (2003) states that

English films used English subtitle help the students comprehend the films. This

choice of English subtitle aimed to stimulate the students in learning the language

pattern of the expression directly while watching films. But it was found that the

students still could not catch the main message of the films related to the material

learned. For instance, from “Harry Potter and Sorcerer’s Stone” films in which the

scene when Harry and Ron firstly met in the train. Most students told about Harry

and Ron introduction or they were in the train. They did not explain directly about
Ron asked permission to Harry to sit in the compartment. There were only 2

students who could tell the main message of asking and giving permission

expression.

To sum, the progress of the two cycles above are displayed in the

following table.

Table
4.2

The students’ speaking learning

progress

Indicators Pre observation Cycle one Cycle two

The use of Students had never Films used were Films used were
used films in their seven. Those were decreased, only
films speaking learning too many. The four films used.
films given were Duration of the
too many and the films was
duration of each modified shorter.
film was too long
Motivation Students were Students began to Students were
uninterested in interest in learning interested in
learning speaking speaking. It was learning speaking
indicated in the (entusiastic most).
beginning of the It was indicated by
lesson in which their participation
they paid attention in the class such
to the lesson topic. as giving opinion
during the class.
Dialogue Students practice the Students practice Students practice
practice dialogue in front of the the dialogue in the dialogue in
class pointed by the front of the class front of the class
teacher. without being without being
nominated by the nominated by the
teacher. However teacher. Most
there were only students practiced it
three pairs who front of the class
practiced in front of and all of the
the class. students practiced it
in pairs
 The other indicator of their progress was shown by their speaking score.

The students did a role play in pair to be assessed about how they could use the

expression properly based on the materials given. It was conducted at the end of

the cycle. In each cycle it shown that the students’ speaking score were increased.

The students’ speaking scores were presented in the data from speaking test

section.

4.1.2. Data from Speaking Test

The speaking test was used to get the scores of the students’ improvement

in their speaking learning. The students did the role play in pair to be assessed

about how they could use the expression properly based on the materials that had

been given. The test was conducted collaboratively. It was carried out at the end

of the cycle. Before that, the students speaking score had been gained at the pre

observation to be used as the prior measurements of their speaking performance,

which was conducted by the class teacher. In the pre observation, teacher asked

the students to perform the dialogue about “asking and giving opinion” in pair.

The speaking scores of the students reveal more in figure 4.1 below.

Figure 4.1
Pre Observation Scores

75

74

73

72

71

70

69

68

67
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
 From these speaking scores, 30 students reached the passing grade score.

The minimum score is 70 (8 students) and the highest score is 75 (10 students).

These scores are the early measurement to show their speaking scores

improvement after they got the speaking teaching learning by using films. The

speaking score will be shown in each cycle.

The students’ speaking score in cycle one can be seen on figured 4.2.

Figure 4.2
Cycle 1 Scores
100
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

The speaking test tested five aspects, included comprehension, vocabulary,

fluency, pronunciation, and grammar that scale from 1 to 5. In this cycle, the

students perform a dialogue about pleasure expression in pair. They tested how

they could use the utterances of pleasure properly. From the data above, it shows

that the students’ speaking scores in cycle 1 are still low. Although the highest

score is 92, there are only 8 students who got the score above the passing grade,

while the lowest score is 40. Compared to their prior speaking score that shown

the highest score is only 75 and the lowest score is 70, all students (30 students)

got the score above passing grade.

In second cycle, there is a significant progress of their speaking score. The

students’ speaking scores are shown by the following figure 4.3.

 Figure 4.3
Cycle 2 Scores
100
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
 In second cycle, the students performed a dialogue about “asking and

giving permission” in pair to be tested how they could use the utterances properly.

From the result, it is found that there are 22 students who got the score above the

passing grade. This progress shown that the use of films can increase their

understanding in learning speaking.

Figure 4.4
Pre Observation and Cycle 1 Scores Comparison
100
90
80
70
60
50
40
30
20
10
0
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
 From pre observation speaking score and cycle one, it is found that there

are some students’ scores increase and the others decrease. It is about 23 students

decrease and 7 students increase. The speaking scores comparison of cycle one

and two are presented in figure 4.5 below.

Figure 4.5
Cycle 1 and Cycle 2 Scores Comparison
100
90
80
70
60
50
40
30
20
10
0
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
 From cycle one and two, the students’ speaking scores comparison shows

there are 25 students increase, 3 students decrease, and 2 students got scores

neither increase nor decrease. In the comparison of pre observation and cycle two

scores, there are no significant results between the decrease and increase scores.

The result reveals as follow in figure 4.6.

Figure 4.6
Pre Observation and cycle 2 Score Comparison
100
90
80
70
60
50
40
30
20
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
 In this comparison of pre observation and cycle 2 speaking score, 17

students increased and 13 students decreased.

4.1.3. Students’ questionnaires result responses towards the Use of films in

Teaching Speaking Skills

The data from this part shows and interprets by the questionnaires results

that were distributed to 30 students. There are six categories of the questionnaires

related to the advantages of films in teaching and learning speaking; raising

students’ motivation in learning speaking; helping students in getting the visual

context of the learning; helping students recall and understand the message of

their learning; creating interesting learning experience; giving real model in

practicing pronunciation; and improving vocabularies. From the questionnaires,

more than 15 students confirm that films help their speaking learning. The data

are presented as follows.

Table 4.3
Students’ response toward the films advantages related to motivation rising

Agree Disagree
No Statements
fo fo

Films make me enthusiast in

1. learning speaking 30 0
Films encourage my curiosity in
2 learning. 28 2
Films encourage me to practice
3 more outside classroom. 26 4
Films encourage my imagination
4 in learning. 25 5
Total 109 11

Average 27,25 2,75

 From table 4.3 above, it shows that 27 students are motivated in learning

and only 3 students are not motivated. Among them, 30 students were enthusiastic

in learning speaking; it was shown from their participation during the class. They

gave their opinion when discussing the content of the films. In addition, they were

engaged to practice the dialogue both in pair and in front of the class.

There are 28 students that their curiosity was promoted in learning by

using film. It shows from their attention during the class. They watched the films

and paid attention to the teacher instruction during discussed the lesson.

There are 26 students who are motivated to practice speaking outside the

class more often. Unfortunately, their agreement was not confirmed because the

teacher did not monitor their activities outside the class.

There are 25 students who are encouraged to develop their imagination in

learning speaking by using film. However, the result is in contrast to the situation

in which the students could not use the expression in various situations out of the

situation on the films they learned.

Table 4.4
Students’ responses towards the films can help students in getting visual context

Agree Disagree
No Statements
fo Fo

Films give real model in

5. learning speaking. 27 3
Films give description and
gesture based on context of the
6. conversation. 25 5

Films give visual context of the

conversation when learning
7. speaking. 24 6
Total 76 14

Average 25,33 4,67

 From table 4.4, it shows that 25 students are supported in getting visual

context of their learning, and 5 students. Among them, 27 students get real sample

in speaking learning by using film. The students can see the real sample of their

learning by using films because they can watch and listen to the actor and the

actress of native speaker.

Fifty five students can understand the visual description of facial

expression and gesture from the films. They can see how the dialogue acted with

gesture or body language and facial expression based on the situation of the

dialogue provided in motion picture form with audio. For instance, the students

can see the interaction built when expressing pleasure or asking and giving

permission.

There are 24 students get visual context from the conversation when

learning speaking. This result accords with the research conducted by Ishihara and

Chi (2004) who state that visual context of the conversation take place and the

speech with the action description can be provided by films (Altman 1989,

Kitajima and Lyman-Hager 1998, Burt 1999, and Stoller 1993, cited in Ishihara

and Chi, 2004).

Table 4.5

Films can help students’ recall and understand the material

Agree Disagree
No Statements
fo fo
Films help me easier
8 memorize the material. 25 5
Films help me in
understanding the material
9 given. 26 4
 Characters (actor and

10 actress) in the films help

me easier memorize the 26 4

message of the material

given.

Total 77 13

Average 25,67 4,33

From table 4.5, it shows films help students recall and understand the

material by using film included the actor and the actress. Among them, 25

students can memorize the material easily by using film; 26 students can

understand the materials easily by using film; 26 students are supported in

remembering the message of the learning by the actor and actress of the films.

The students can remember and understand the material assisted by films

and the actor and the actress they know. It was shown from their practice in

memorizing the dialogue. They used the expression properly when they were

having dialogue about pleasure and asking and giving permission expression.

This result accords with previous research from Ishihara and Chi (2004)

who state that learning and memorizing process will be excellent if the people

feeling are active. In addition, people remember more about the message in the

films assisted by the recognizing of the actor and actress’ characters from the

films (Hobbs, 1990).

 Table 4.6

Films can help students have interesting learning experiences

Agree Disagree
No Statements
Fo Fo

Films help me connect the materials

11 27 3
with my background knowledge

Films help me communicate English

12 25 5
naturally

Total 52 8

Average 26 4

From the table 4.6 above, it shows that 26 students get interest in learning

experiences by using films, and there are 4 students do not. Furthermore, films

help them connect the materials with their background knowledge of the lesson;

films ease 14 students to communicate in English naturally.

The students could connect the material of the lesson assisted by films

with their knowledge about the lesson such as “pleasure and “asking and giving

permission” easily. It was shown when they could answer the teacher question of

the lesson before they learned the lesson from films.

 Table 4.7

Films help students in practicing pronunciation

Agree Disagree
No Statements
fo fo

Films help me in

13 pronunciation 28 2

practice

Total 28 2

From the table 4.7 above, it shows that 28 students felt easy to practice

pronunciation supported by films, and 2 students did not feel easy to practice

pronunciation supported by films. By watching films, they can listen the

differences between British and American accents. Because it was shown on

Harry Potter and Sorcerer’s Stone and Spiderman 3 or Twilight Saga: Eclipse

films. Lubis (1988) states that films as audio-visual aid provide pronunciation

teaching.

Although films help them in pronunciation practice, most students still

have limitation in pronunciation when doing the dialogue. Their local accent still

has strong influence in pronouncing English.

Table 4.8

Films can help students improve their vocabulary

Agree Disagree
No Statements
fo fo

Films encourage me
to get new
14 vocabularies. 27 3
Total 27 3
 From the table 4.8 above, it shows that 27 students are easy to get new

vocabularies, and 3 students are difficult in getting new vocabularies. In this case

the vocabularies related to the context of the material they learned.

In summary from the three instruments above, it was found that the use of

films in the students speaking learning was a new learning experience for them as

they had never used films in learning speaking. Those made them curious and

encouraged in participating during the learning and teaching process. Moreover, it

is indicated from their speaking score that increase in each cycle. From cycle one

to cycle two, it was shown that the speaking score of 25 students increased.

However, the comparison of the pre observation and cycle two score, there are 17

students whose speaking score increased. In addition, the students’ responses

towards the films use in their speaking learning shown positive responses. Based

on the questionnaires, the students gave positive responses towards the six

categories of the questionnaires. More than 15 students agree that films can

increase their learning motivation, building contextual learning, making easy

memorizing and understanding the materials, creating interesting learning

experiences, helping pronunciation practice, and improving vocabularies.

4.2. Discussion

From the findings that had been elaborated above, it is revealed that,

relying on teacher lecturing without using various media in delivering the material

makes the teaching learning process be less meaningful. Regarding the answer of

research question number one, whether the films can improve their achievement

in speaking class. Films encourage their motivation in learning speaking. They

become more active during the class and more enthusiastic during the learning.

Besides, it promotes their curiosity in learning speaking. They were enthusiastic

during watching films and having discussion about the topic. Furthermore, their
enthusiasm in practicing the dialogue both in pair and in front of the class

improved in each cycle. The students’ participation in the class when having

discussion about the topic increased.

However, films did not encourage imagination in their learning. They still

had difficulties in developing various situations when having conversation deals

with expressing pleasure and asking and giving opinion. In addition, their

speaking score cannot reflect their significance improvement. Regardless it cannot

show significant improvement in score aspect, however, by using films in

teaching speaking, the students had a new learning experience of speaking in

which more interesting compare with their learning speaking in classical way and

without using various media. In other words, the students’ motivation in learning

speaking can be engaged by films (Stempleski and Tomalin, 2010; Lyna, 2009).

Besides films engage the students’ learning motivation, film can help the

students’ comprehension in speaking. They could use utterances properly when

having dialogue related to the topic pleasure and asking and giving permission.

They could distinguish the use of the utterances in having dialogue based on the

topic. It shows that the various context provided by the films are more

comprehensible rather than text book such as students’ worksheet (Lembar Kerja

Siswa). Films describe the dialogue with the situation take place for speaking

practice (Altman 1989, Kitajima and Lyman-Hager 1998, Burt 1999, and Stoller

1993 as cited in Ishihara and Chi, 2004).

Furthermore, the students felt that film can ease them in getting visual

context of their learning. For instance, the real model added by the facial

expression and gesture when having conversation based on the situation

encountered can be provided by the films in which can make the material easy to

understand (Altman 1989, Kitajima and Lyman-Hager 1998, Burt 1999, and

Stoller 1993 cited in Ishihara and Chi, 2004; King, 2002; Gebhardt, 2004). In
addition, film can increase students’ awareness in identifying different attitude

and emotion of the communication. it deals with the role of body language and

facial expression of the dialogue on the films (Sweeting, 2010).

In addition, the visual context provided in the films can be a real model for

their learning. They can see the dialogue based on the situation encountered in

daily life since films contain various sample of daily life conversation, for

instance “pleasure” and “asking and giving permission”. In their learning, they

can get the model of native speaker dealing with native speaker pronunciation,

natural conversation with normal speed of native speaker. By watching films, the

students can see the real situation of the communication outside the world into the

classroom and classroom communication framework are stimulated (Stempleski

and Tomalin, 2010).

Besides film promote visual context and improve the students’

comprehension in speaking, it provides various samples in showing the different

attitude of having conversation deals with different gender roles, for instance, the

different expressions use between talking to a stranger and to friends. As Sherman

(2003) states that films provide style of dress, table manner include gender roles,

how people talking to their boss or treat to their children and all of social

landscape shown in detail daily life situational. In addition, films describe various

samples in having conversation related to politeness. This will give the students

more information about the various styles in expressing something in order to

make them more flexible in using the expression.

Regarding the films promoted various advantages, the choice of proper

films become important too. Instead, the use of films that is not focused and not

specific can make students difficult to catch the main point of their learning. Thus,

the proper choices of the films have to be selected carefully to suit the material,

the students’ interest and their language learning level. As Lubis (1988) and
Dobson (2005) suggests the films are chosen based on the students’ age, interest

and language learning level.

Besides the advantages of films elaborated above, there are weaknesses of

the films implementation in the classroom. The use of English subtitling can help

the students comprehend the films (Sherman, 2003). In contrast in this study, it

cannot help the students much in comprehending the films. They still have

difficulties in catching the main message of the conversation in the films. It was

indicated in the discussion session during the class, most students could explain

some part of the story but they just told the extra situation on the films. Although

there is English subtitling provided in the films, only two students who can

explain what expression used in the conversation.

In addition, films are proper medium in assisting the students’

pronunciation practice (Lubis, 1988). In contrast, their pronunciations are still

poor because of the strong influences of their local accent.